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Tracking nursery children’s counting. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 3. Proceedings of the day conference, University of Reading, UK, November 7, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 55-60 (2016).
Classification: F21 C51 C31
21
The precision of mapping between number words and the approximate number system predicts children’s formal math abilities. (English)
J. Exp. Child Psychol. 150, 207-226 (2016).
Classification: F21 C51 C41 C42 C31 C32
22
Kindergartners’ fluent processing of symbolic numerical magnitude is predicted by their cardinal knowledge and implicit understanding of arithmetic 2 years earlier. (English)
J. Exp. Child Psychol. 150, 31-47 (2016).
Classification: F21 F31
23
Numerical morphology supports early number word learning: evidence from a comparison of Young mandarin and English learners. (English)
Cogn. Psychol. 88, 162-186 (2016).
Classification: F21 C51 C31
24
Oral counting sequences: a theoretical discussion and analysis through the lens of representational redescription. (English)
Educ. Stud. Math. 93, No. 2, 175-193 (2016).
Classification: F21 F22 F31 F32 C31 C32
25
Investigating kindergarteners’ number sense and self-regulation scores in relation to their mathematics and Turkish scores in middle school. (English)
Math. Educ. Res. J. 28, No. 3, 405-420 (2016).
Classification: F21 C30 C40
26
Longitudinal growth on curriculum-based measurements mathematics measures for early elementary students. (English)
ZDM, Math. Educ. 48, No. 7, 1049-1063 (2016).
Classification: D61 D62 F21 F22 C61 C62
27
Assessing early number learning in play. (English)
ZDM, Math. Educ. 48, No. 7, 991-1002 (2016).
Classification: D61 F21
28
Parental facilitation of early mathematics and reading skills and knowledge through encouragement of home-based activities. (English)
Early Child. Res. Q. 37, 1-15 (2016).
Classification: C61 C31 F21 C41
29
Playing number board games supports 5-year-old children’s early mathematical development. (English)
J. Math. Behav. 43, 134-147 (2016).
Classification: U61 D41 F21
30
Concurrent and longitudinal predictors of calculation skills in preschoolers. (English)
Eur. J. Psychol. Educ. 31, No. 2, 155-174 (2016).
Classification: F31 F21 C41 C31
31
Kindergartners’ spontaneous focusing on numerosity in relation to their number-related utterances during numerical picture book reading. (English)
Math. Think. Learn. 18, No. 2, 125-141 (2016).
Classification: F21 C31 U61
32
Mathematical patterning activities in the early grades. (English)
Ohio J. Sch. Math. 73, 37-42 (2016).
Classification: F21 G21 C31
33
Do explicit number names accelerate pre-kindergarteners’ numeracy and place value acquisition? (English)
Educ. Stud. Math. 92, No. 2, 179-192 (2016).
Classification: F21 C51 F30
34
Mathematics and language: individual and group differences in mathematical language skills in young children. (English)
Early Child. Res. Q. 36, 259-268 (2016).
Classification: F21 C51
35
Linking language, visual-spatial, and executive function skills to number competence in very young Chinese children. (English)
Early Child. Res. Q. 36, 178-189 (2016).
Classification: F21 C51 C41
36
The underlying number-space mapping among kindergarteners and its relation with early numerical abilities. (English)
J. Exp. Child Psychol. 148, 35-50 (2016).
Classification: F21 C31 C41
37
Math clubs in kindergarten? It is happening in 24 New York City schools. (English)
Ohio J. Sch. Math. 73, 50-53 (2016).
Classification: D11 F21 B51
38
Counting and rapid naming predict the fluency of arithmetic and reading skills. (English)
Contemp. Educ. Psychol. 44-45, 83-94 (2016).
Classification: F21 F22 F32 C51 C52 C31 C32
39
Executive function and magnitude skills in preschool children. (English)
J. Exp. Child Psychol. 147, 126-139 (2016).
Classification: F21 C31
40

Result 21 to 40 of 704 total

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