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Result 61 to 80 of 1886 total

Associations between child home language, gender, bilingualism and school readiness: a population-based study. (English)
Early Child. Res. Q. 35, 95-110 (2016).
Classification: C52 C51 F22 F21 F32 F31 C32 C31
61
Associations of teacher-rated social, emotional, and cognitive development in kindergarten to self-reported wellbeing, peer relations, and academic test scores in middle childhood. (English)
Early Child. Res. Q. 35, 76-84 (2016).
Classification: C32 C42 C22 C62 C41 C31 C61 C21 C71
62
Strategies and performance in elementary students’ three-digit mental addition. (English)
Educ. Stud. Math. 91, No. 1, 123-139 (2016).
Classification: F32 C32
63
Processing of space, time, and number contributes to mathematical abilities above and beyond domain-general cognitive abilities. (English)
J. Exp. Child Psychol. 143, 85-101 (2016).
Classification: F72 C32 C42
64
Time knowledge acquisition in children aged 6 to 11 years and its relationship with numerical skills. (English)
J. Exp. Child Psychol. 143, 1-13 (2016).
Classification: F72 F73 C32 C33 C42 C43
65
Ten-year-old children strategies in mental addition: a counting model account. (English)
Cognition 146, 48-57 (2016).
Classification: F32 F22 C32
66
The effects of early grade retention: effect modification by prior achievement and age. (English)
J. Sch. Psychol. 54, 77-93 (2016).
Classification: C31 C32 C91 C92
67
On the relationship between math anxiety and math achievement in early elementary school: the role of problem solving strategies. (English)
J. Exp. Child Psychol. 141, 83-100 (2016).
Classification: C22 C32 F32
68
The role of conceptual subitising in the development of foundational number sense. (English)
Meaney, Tamsin (ed.) et al., Mathematics education in the early years. Results from the POEM2 conference, Malmö, Sweden, 2014. Cham: Springer (ISBN 978-3-319-23933-0/hbk; 978-3-319-23935-4/ebook). 371-394 (2016).
Classification: C32 F32 F22
69
Development of a flexible understanding of place value. (English)
Meaney, Tamsin (ed.) et al., Mathematics education in the early years. Results from the POEM2 conference, Malmö, Sweden, 2014. Cham: Springer (ISBN 978-3-319-23933-0/hbk; 978-3-319-23935-4/ebook). 289-307 (2016).
Classification: F22 F32 C32
70
Mathematical understanding in transition from kindergarten to primary school: play as bridge between two educational institutions. (English)
Meaney, Tamsin (ed.) et al., Mathematics education in the early years. Results from the POEM2 conference, Malmö, Sweden, 2014. Cham: Springer (ISBN 978-3-319-23933-0/hbk; 978-3-319-23935-4/ebook). 81-98 (2016).
Classification: C31 C32 D41 D42
71
Subject-specific strength and weaknesses of fourth-grade students in Europe: a comparative latent profile analysis of multidimensional proficiency patterns based on PIRLS/TIMSS combined 2011. (English)
Large-Scale Assess. Educ. 4, No. 1, Article No. 14, 23 p., electronic only (2016).
Classification: D52 C32
72
“The problem was easy but not boring.” Documenting the work with a competency grid on learning maps. (“Die Aufgabe war leicht, aber nicht langweilig.” Die Arbeit mit einem Kompetenzraster auf Lernlandkarten dokumentieren.) (German)
Grundsch. Math. 48, 28-31 (2016).
Classification: D42 D62 C32
73
Conceptions and misconceptions of pupils about rectangles. (Predstavy a mylné predstavy žiakov o obdĺžnikoch.) (Slovak. English summary)
Stud. Sci. Fac. Paedagog. 15, No. 4, 112-119 (2016).
Classification: G22 G42 D72 C32
74
Spatial perspective taking at the start of school. An interview study on the impact of symmetry. (Räumliche Perspektivübernahme am Schulanfang. Eine Interviewstudie zum Einfluss der Symmetrie.) (English)
Empirische Studien zur Didaktik der Mathematik 23. Münster: Waxmann; Lüneburg: Univ. Lüneburg (Diss. 2014) (ISBN 978-3-8309-3272-7/pbk; 978-3-8309-8272-2/ebook). 236~p. (2015).
Classification: G22 C42 C32
75
Supporting lower-achieving seven- and eight-year-old children with place value understandings. (English)
Aust. Prim. Math. Classr. 20, No. 3, 3-9 (2015).
Classification: F32 C32
76
Away from counting. With turnaround sticks to a change in strategy. (Weg vom Zählen. Mit Wendestäben zum Strategiewechsel.) (German)
Grundsch.unterr., Math. 62, No. 3, 12-20 (2015).
Classification: F32 F22 U62 D42 C32
77
The number line. One working material, many practicing possibilities ‒ from an introduction to specific tasks. (Der Zahlenstrahl. Ein Arbeitsmittel, viele Übungsmöglichkeiten ‒ von der Einführung bis zur konkreten Aufgabenstellung.) (German)
Grundsch.unterr., Math. 62, No. 3, 8-11 (2015).
Classification: F22 F32 U62 C32 D42
78
Stimulating productive mathematical noticing: developing a framework for exploring the affordances of task and talk. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 1. Proceedings of the day conference, St. Patrick’s College, Dublin, Ireland, February 28, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 13-18 (2015).
Classification: C22 C32 C72 D22
79
A journey through robot land. Mathematical concept formation in elementary mathematics education. (Reise durch das Roboterland. Mathematische Begriffsbildung im Anfangsunterricht.) (German)
Grundsch.unterr., Math. 62, No. 4, 38-45 (2015).
Classification: G22 U62 C32
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Result 61 to 80 of 1886 total

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