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“We don’t understand English that is why we prefer English": primary school students’ preference for the language of instruction in mathematics. (English)
Int. J. Sci. Math. Educ. 13, No. 3, 583-604 (2015).
Classification: C52 C53 C62 C63
41
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
42
Slogan puzzles ‒ more than tricky linguistic games. Hiding and discovering logical patterns. (Parolenrätsel ‒ mehr als knifflige Sprachspiele. Logische Muster verstecken und entdecken.) (German)
Math. Differ. 6, No. 1, 40-43 (2015).
Classification: A22 K22 C52 U62 D42
43
From quiet straight lines to noisy grouped students: creating math discussions. (English)
Ohio J. Sch. Math. 71, 1-3 (2015).
Classification: D42 D43 D52 D53 C52 C53
44
Agency and positioning in a multilingual mathematics classroom. (English)
Educ. Stud. Math. 89, No. 2, 167-184 (2015).
Classification: C52 C32 D42
45
Mathematical skills in children with dyslexia. (English)
Learn. Individ. Differ. 40, 108-114 (2015).
Classification: C42 F32 F22 C52 D72
46
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
47
Refining the quantitative pathway of the pathways to mathematics model. (English)
J. Exp. Child Psychol. 131, 73-93 (2015).
Classification: F33 F22 C52
48
Third graders’ verbal reports of multiplication strategy use: how valid are they? (English)
Learn. Individ. Differ. 37, 107-117 (2015).
Classification: F32 C52 D52 C32
49
Language fostering in mathematics education. (Sprachförderung im Mathematikunterricht.) (German)
Lehrerbücherei Grundschule. Berlin: Cornelsen Scriptor (ISBN 978-3-589-16230-7/pbk). 128~p. (2015).
Classification: C52 D32 D42
50
Counting difficulties for students with dyslexia. (English)
Pope, Sue (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Proceedings of the British congress of mathematics education, BCME-8, University of Nottingham, UK, April 14‒17, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 319-326 (2014).
Classification: C52 D72
51
Reading strategies in mathematics: a Swedish example. (English)
Pope, Sue (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Proceedings of the British congress of mathematics education, BCME-8, University of Nottingham, UK, April 14‒17, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 311-318 (2014).
Classification: C52 D52
52
An intervention study with children having mathematics learning difficulties with and without comorbid reading difficulties. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 34, No. 3. Proceedings of the day conference, University of Leicester, UK, November 8, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 67-72 (2014).
Classification: C42 D72 C32 C52
53
“What skills have you improved in this lesson?" Opportunities to reflect in the shool entry phase. (“Was kannst du nach dieser Stunde besser?" Möglichkeiten zum Reflektieren in der Schuleingangsphase.) (German)
Grundsch.unterr., Math. 61, No. 4, 16-21 (2014).
Classification: D62 D42 D32 C52
54
“It is calculated in this way!" ‒ “No it’s not!" Children reflect on different solution paths. (“Das wird so gerechnet!" ‒ “Nein, so!" Kinder reflektieren über verschiedene Lösungswege.) (German)
Grundsch.unterr., Math. 61, No. 4, 27-30 (2014).
Classification: D52 C52 F32
55
“I’d like to know what you are thinking." Conducting diagnostic talks with children. (“Ich möchte wissen, wie du denkst!" Diagnostische Gespräche mit Kindern führen.) (German)
Grundsch.unterr., Math. 61, No. 4, 12-15 (2014).
Classification: C52 D62 C32 D52
56
Twotenone instead of twentyone. Sketch of a place-value-logical consistent construction of the German numerals. (Zweizehneins statt Zwanzigeins. Skizze einer stellenwertlogischen konsistenten Konstruktion der Zahlwörter im Deutschen.) (German)
Hahn, Heike (ed.), Anregungen für den Mathematikunterricht unter der Perspektive von Tradition, Moderne und Lehrerprofessionalität. Festschrift für Regina Dorothea Möller. Hildesheim: Franzbecker (ISBN 978-3-88120-831-4/pbk). 33-46 (2014).
Classification: C51 C52 F20
57
Mathematics for parents. (English)
Math. Teach. (Derby) 242, 27-28 (2014).
Classification: C52 D42
58
Whisper maths. (English)
Math. Teach. (Derby) 238, 28-30 (2014).
Classification: C52 C72 D42 D72
59
Don’t forget the exchange! Supporting communication and representation with training software. (Den Austausch nicht vergessen! Mit Übungssoftware auch das Kommunizieren und Darstellen fördern.) (German)
Grundsch. Math. 43, 18-21 (2014).
Classification: U72 D72 C92 F32 C52
60

Result 41 to 60 of 563 total

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