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Result 101 to 120 of 2200 total

Longitudinally investigating the impact of curricula and classroom emphases on the algebra learning of students of different ethnicities. (English)
Middleton, James A. (ed.) et al., Large-scale studies in mathematics education. Cham: Springer (ISBN 978-3-319-07715-4/hbk; 978-3-319-07716-1/ebook). Research in Mathematics Education, 45-60 (2015).
Classification: D33 C73 C33 C63 H23 H33 D20
101
Design research in an inferential perspective, illustrated by variable and term. (Fachdidaktische Entwicklungsforschung in inferentieller Perspektive am Beispiel von Variable und Term.) (German. English summary)
J. Math.-Didakt. 36, No. 1, 105-134 (2015).
Classification: D20 C33 H23 E43
102
Designing to support critical engagement with statistics. (English)
ZDM, Math. Educ. 47, No. 6, 933-946 (2015).
Classification: D20 K43 D53 C33 U73
103
The importance of dialogic processes to conceptual development in mathematics. (English)
Educ. Stud. Math. 90, No. 2, 105-120 (2015).
Classification: C53 C73 C33 U73 K53
104
The effect of inhibitory control on general mathematics achievement and fraction comparison in middle school children. (English)
ZDM, Math. Educ. 47, No. 5, 801-811 (2015).
Classification: C43 C33 F43 D73
105
Effect of an intervention on conceptual change of decimals in Chinese elementary students: a problem-based learning approach. (English)
Middleton, James A. (ed.) et al., Large-scale studies in mathematics education. Cham: Springer (ISBN 978-3-319-07715-4/hbk; 978-3-319-07716-1/ebook). Research in Mathematics Education, 235-263 (2015).
Classification: C33 D43 F43 C23 D20
106
A warning intervention improves students’ ability to overcome intuitive interference. (English)
ZDM, Math. Educ. 47, No. 5, 735-745 (2015).
Classification: C33 C43 D43 G43 D73
107
Learning by playing in virtual spaces. Training spatial ability with three-dimensional computer games. (Spielend lernen in virtuellen Räumen. Mit 3D-Computerspielen die Raumvorstellung schulen.) (German)
Math. Lehren 32, No. 189, 15-19 (2015).
Classification: U73 C33 G23 C43 Reviewer: Renate Stürmer (Zweibrücken)
108
A little tool with great effect. LearningApps in mathematics education. (Kleines Tool mit großer Wirkung. LearningApps im Mathematikunterricht.) (German)
Math. Lehren 32, No. 189, 20-24 (2015).
Classification: U53 U73 C33 Reviewer: Renate Stürmer (Zweibrücken)
109
Students’ language repertoires for prediction. (English)
Math. Enthus. 12, No. 1-3, 246-261 (2015).
Classification: K53 C53 E43 C33 K93
110
Mapping conceptual understanding of algebraic concepts: an exploratory investigation involving grade 8 Chinese students. (English)
Int. J. Sci. Math. Educ. 13, No. 3, 683-703 (2015).
Classification: H33 I23 C33
111
How does algebraic thinking emerge? The case of factual algebraic thinking. (?‘Cómo emerge el pensamiento algebraico? El caso del pensamiento algebraico factual.) (Spanish. English summary)
Uno 21, No. 68, 9-17 (2015).
Classification: H22 H23 C32 C33
112
An application of concept maps for a more meaningful learning of proportionality. (Una aplicación de los mapas conceptuales para un aprendizaje más significativo de la proporcionalidad.) (Spanish. English summary)
Uno 21, No. 68, 49-59 (2015).
Classification: F83 C33
113
Resolving cognitive conflict in a realistic situation with modeling characteristics: coping with a changing reference in fractions. (English)
Int. J. Sci. Math. Educ. 13, No. 4, 891-907 (2015).
Classification: F43 M93 C33
114
Bridging the gap: fraction understanding is central to mathematics achievement in students from three different continents. (English)
Learn. Instr. 37, 5-13 (2015).
Classification: F43 C33 C43 C63
115
From rational numbers to algebra: separable contributions of decimal magnitude and relational understanding of fractions. (English)
J. Exp. Child Psychol. 133, 72-84 (2015).
Classification: F43 H23 H33 C33
116
Modeling the developmental trajectories of rational number concept(s). (English)
Learn. Instr. 37, 14-20 (2015).
Classification: F42 F43 C32 C33 D72 D73
117
Simple arithmetic development in school age: the coactivation and selection of arithmetic facts. (English)
J. Exp. Child Psychol. 138, 88-105 (2015).
Classification: F32 F33 C32 C33
118
Profiles of children’s arithmetic fact development: A model-based clustering approach. (English)
J. Exp. Child Psychol. 133, 29-46 (2015).
Classification: F32 F33 C32 C33
119
Levels of reasoning of middle school students about data dispersion in risk contexts. (English)
Math. Enthus. 12, No. 1-3, 275-289 (2015).
Classification: E53 C33 K93 K43 K53
120

Result 101 to 120 of 2200 total

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