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Result 61 to 80 of 481 total

Spatial and numerical processing in children with high and low visuospatial abilities. (English)
J. Exp. Child Psychol. 132, 84-98 (2015).
Classification: F32 F22 C42 C32
61
Longitudinal development of number line estimation and mathematics performance in primary school children. (English)
J. Exp. Child Psychol. 134, 12-29 (2015).
Classification: F32 F22 C42 C32
62
Assessing quantitative reasoning in young children. (English)
Math. Think. Learn. 17, No. 2-3, 178-196 (2015).
Classification: F31 F32 C41 C42 D61 D62
63
Identifying the cognitive predictors of early counting and calculation skills: evidence from a longitudinal study. (English)
J. Exp. Child Psychol. 140, 16-37 (2015).
Classification: F21 F31 F32 C31 C32 C41 C42
64
The relationship between children’s familiarity with numbers and their performance in bounded and unbounded number line estimations. (English)
Math. Think. Learn. 17, No. 2-3, 136-154 (2015).
Classification: F21 F22 C41 C42
65
Mathematical difficulties in developmental coordination disorder: symbolic and nonsymbolic number processing. (English)
Res. Dev. Disabil. 43-44, 167-178 (2015).
Classification: D72 C42 F32
66
How to teach children effectively to write numbers. (Jak skutecznie nauczyć dzieci pisania cyfr.) (Polish. English summary)
Stud. Sci. Fac. Paedagog. 14, No. 2, 170-174 (2015).
Classification: D42 F22 C42
67
Examining factor structures on the Test of Early Mathematics Ability ‒ 3: a longitudinal approach. (English)
Learn. Individ. Differ. 41, 21-29 (2015).
Classification: D20 D61 D62 C41 C42
68
Early language and executive skills predict variations in number and arithmetic skills in children at family-risk of dyslexia and typically developing controls. (English)
Learn. Instr. 38, 53-62 (2015).
Classification: C51 C52 C41 C42 F21 F31 F22 F32
69
The relationships among executive functions, metacognitive skills and educational achievement in 5 and 7 year-old children. (English)
Metacogn. Learn. 10, No. 2, 181-198 (2015).
Classification: C42 E52 D52 C32
70
Understanding the evolution of mathematics performance in primary education and the implications for STEM learning: a Markovian approach. (English)
Comput. Hum. Behav. 47, 4-17 (2015).
Classification: C32 C33 C42 C43
71
Parents’ math-gender stereotypes, children’s self-perception of ability, and children’s appraisal of parents’ evaluations in 6-year-olds. (English)
Contemp. Educ. Psychol. 42, 186-198 (2015).
Classification: C20 C42 C60
72
The impact of spatial ability on mathematical giftedness of primary-school children. Theoretical foundations and empirical investigations. (Die Bedeutung des räumlichen Vorstellungsvermögens für mathematische Begabungen bei Grundschulkindern. Theoretische Grundlegung und empirische Untersuchungen.) (German)
Schriften zur mathematischen Begabungsforschung 6. Münster: WTM-Verlag (ISBN 978-3-942197-80-9/pbk). 447~p. (2015).
Classification: C42 G22 C32
73
Mathematical skills in children with dyslexia. (English)
Learn. Individ. Differ. 40, 108-114 (2015).
Classification: C42 F32 F22 C52 D72
74
A longitudinal analysis of early spatial skills compared to arithmetic and verbal skills as predictors of fifth-grade girls’ math reasoning. (English)
Learn. Individ. Differ. 40, 90-100 (2015).
Classification: C42 G22 F22 C52 C32 C33 E53 C62 C63
75
Program of arithmetic improvement by means of cognitive enhancement: an intervention in children with special educational needs. (English)
Res. Dev. Disabil. 38, 352-361 (2015).
Classification: C92 F32 C42 C32
76
Notions of equivalence through ratios: students with and without learning disabilities. (English)
J. Math. Behav. 37, 94-105 (2015).
Classification: F42 C42 C32 D72
77
Does numerical processing uniquely predict first graders’ future development of single-digit arithmetic? (English)
Learn. Individ. Differ. 37, 153-160 (2015).
Classification: F22 F32 C42 C32
78
Growth and gaps in mathematics achievement of students with and without disabilities on a statewide achievement test. (English)
J. Sch. Psychol. 53, No. 1, 45-62 (2015).
Classification: C32 C33 C42 C43 C62 C63
79
Can girls think spatially? Influence of implicit gender stereotype activation and rotational axis on fourth graders’ mental-rotation performance. (English)
Learn. Individ. Differ. 37, 169-175 (2015).
Classification: C32 C42 C62 G22
80

Result 61 to 80 of 481 total

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