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Result 61 to 80 of 563 total

Launching a discourse-rich mathematics lesson. (English)
Teach. Child. Math. 21, No. 5, 276-281 (2014).
Classification: D42 C72 C52
61
Pointing to “that”: deixis and shared intentionality in young children’s collaborative group work. (English)
Learn. Math. 34, No. 3, 25-30 (2014).
Classification: C72 C32 D42 C52
62
Casting the die before the die is cast: the importance of the home numeracy environment for preschool children. (English)
Eur. J. Psychol. Educ. 29, No. 3, 327-345 (2014).
Classification: F21 F22 F31 F32 U61 U62 C61 C62 C51 C52
63
Written reasoning in primary school. (English)
Nicol, Cynthia (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education “Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol. 5. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-365-4/v.5). 73-80 (2014).
Classification: E52 E53 C52 C53
64
Exactly or approximately? Fourth-graders discuss the quality of approximations. (Genau oder ungefähr? Viertklässler diskutieren über die Qualität von Näherungswerten.) (German)
Grundsch. Math. 42, 30-33 (2014).
Classification: N22 F32 C32 C52 D52
65
The estimation task of the week. Discussing results and approaches after estimating. (Die Schätzaufgabe der Woche. Nach dem Schätzen Ergebnisse und Vorgehensweisen diskutieren.) (German)
Grundsch. Math. 42, 14-17 (2014).
Classification: N22 D52 C52 D32 D42 F22
66
Visualizing numbers: seeing, hearing, touching. Visualizations in joint education of children with and without visual impairment. (Zahlen veranschaulichen: sehen, hören, tasten. Veranschaulichungen im gemeinsamen Unterricht für Kinder mit und ohne Sehschädigung.) (German)
Math. Differ. 5, No. 4, 40-45 (2014).
Classification: C92 C42 U62 C52 F22
67
Executive processes, reading comprehension and academic achievement in 3th grade primary students. (English)
Learn. Individ. Differ. 35, 41-48 (2014).
Classification: C52 C32
68
Influence of reading and calculation on children at risk and not at risk for word problem solving: is math motivation a mediator? (English)
Learn. Individ. Differ. 36, 84-91 (2014).
Classification: C22 C52 F32 F92 D72 D52
69
Audio-podcasts on mathematical topics ‒ concept formation with digital media. (Audio-Podcasts zu mathematischen Themen ‒ Begriffsbildung mit digitalen Medien.) (German. English summary)
Ladel, Silke (ed.) et al., Von Audiopodcast bis Zahlensinn. Münster: WTM-Verlag (ISBN 978-3-942197-37-3/pbk). Lernen, Lehren und Forschen mit digitalen Medien in der Primarstufe 2, 31-60 (2014).
Classification: U82 U72 C32 C52 E42 D32
70
“Have the problem read to you!" ‒ using digital media to overcome difficulties in practical arithmetic. (“Lass’ dir die Aufgabe doch vorlesen!" ‒ mit digitalen Medien Schwierigkeiten beim Sachrechnen begegnen.) (German. English summary)
Ladel, Silke (ed.) et al., Von Audiopodcast bis Zahlensinn. Münster: WTM-Verlag (ISBN 978-3-942197-37-3/pbk). Lernen, Lehren und Forschen mit digitalen Medien in der Primarstufe 2, 61-76 (2014).
Classification: F92 D72 C52 U82
71
Impact of activity-based mathematics instruction on students with different prior knowledge and reading abilities. (English)
Int. J. Sci. Math. Educ. 12, No. 6, 1445-1468 (2014).
Classification: D42 D43 C42 C42 C32 C33 C52 C53
72
Spanish/English bilingual students’ comprehension of arithmetic story problem texts. (English)
Int. J. Sci. Math. Educ. 12, No. 6, 1469-1496 (2014).
Classification: C52 F92
73
How multimodality works in mathematical activity: young children graphing motion. (English)
Int. J. Sci. Math. Educ. 12, No. 4, 917-939 (2014).
Classification: C52 C32 I22
74
Exploring ESL students’ understanding of mathematics in the early years: factors that make a difference. (English)
Math. Educ. Res. J. 26, No. 4, 791-810 (2014).
Classification: C52 E42 C32
75
Language-related learning of mathematics: a comparison of kindergarten and primary school as places of learning. (English)
ZDM, Int. J. Math. Educ. 46, No. 6, 923-938 (2014).
Classification: C51 C52
76
Mathematics ‒ seeing through artistic glasses. How art can open mathematics. (Mathematik ‒ durch die künstlerische Brille betrachtet. Wie Kunst die Mathematik öffnen kann.) (German)
Math. Differ. 5, No. 3, 7-9 (2014).
Classification: M82 G22 D42 C32 C52
77
The role of indigenous traditional counting systems in children’s development of numerical cognition: results from a study in Papua New Guinea. (English)
Math. Educ. Res. J. 26, No. 3, 531-553 (2014).
Classification: F22 C62 C52 D32
78
Number line estimation from kindergarten to grade 2: a longitudinal study. (English)
Learn. Instr. 33, 19-28 (2014).
Classification: F21 F22 C51 C52
79
Do text and drawings fit together? Describing mathematical procedures linguistically and nonverbally. (Passen Text und Zeichnung zusammen? Mathematische Vorgehensweisen sprachlich und nonverbal darstellen.) (German)
Grundsch. Math., No. 41, 28-31 (2014).
Classification: E42 F32 D42 C52
80

Result 61 to 80 of 563 total

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