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Changing the precision of preschoolers’ approximate number system representations changes their symbolic math performance. (English)
J. Exp. Child Psychol. 147, 82-99 (2016).
Classification: F21 C31 F31
41
Morphological awareness longitudinally predicts counting ability in Chinese kindergarteners. (English)
Learn. Individ. Differ. 47, 215-221 (2016).
Classification: F21 C41 C51
42
Fostering early mathematical competencies. An intervention study on the effects of different intervention concepts. (Förderung früher mathematischer Kompetenzen. Eine Interventionsstudie zu den Effekten unterschiedlicher Förderkonzepte.) (German)
Empirische Studien zur Didaktik der Mathematik 26. Münster: Waxmann (ISBN 978-3-8309-3423-3/pbk). 292~p. (2016).
Classification: C91 F21 G21 C31
43
Number-specific and general cognitive markers of preschoolers’ math ability profiles. (English)
J. Exp. Child Psychol. 147, 1-21 (2016).
Classification: C41 F21 C31 C51
44
The effects of physical manipulatives on children’s numerical strategies. (English)
Cogn. Instr. 34, No. 1, 27-50 (2016).
Classification: U61 U62 F32 F31 F21 F22
45
Associations between child home language, gender, bilingualism and school readiness: a population-based study. (English)
Early Child. Res. Q. 35, 95-110 (2016).
Classification: C52 C51 F22 F21 F32 F31 C32 C31
46
Non-symbolic division in childhood. (English)
J. Exp. Child Psychol. 142, 66-82 (2016).
Classification: F21 F31 C31 C41
47
The relationship between equivalence and equality in a nonsymbolic context with regard to algebraic thinking in young children. (English)
Meaney, Tamsin (ed.) et al., Mathematics education in the early years. Results from the POEM2 conference, Malmö, Sweden, 2014. Cham: Springer (ISBN 978-3-319-23933-0/hbk; 978-3-319-23935-4/ebook). 309-324 (2016).
Classification: F21 H21 H31
48
A kindergarten number-sense intervention with contrasting practice conditions for low-achieving children. (English)
J. Res. Math. Educ. 46, No. 3, 331-370 (2015).
Classification: F21 F31 C91
49
Making numbers: where we are now. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 2. Proceedings of the day conference, Durham University, UK, June 6, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 19-24 (2015).
Classification: F21 F22 F31 F32 U61 U62
50
A good foundation for early years mathematics education in England? (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 1. Proceedings of the day conference, St. Patrick’s College, Dublin, Ireland, February 28, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 1-6 (2015).
Classification: D31 D32 F21 F32
51
Early addition: it is in the cards. (English)
Teach. Child. Math. 22, No. 1, 36-45 (2015).
Classification: F31 F21
52
Count in icons before tens, then add NextTo before OnTop. (English)
Rogerson, Alan (ed.), The mathematics education for the future project. Proceedings of the 13th international conference ‘Mathematics education in a connected world’, Catania, Sicily, Italy, September 16‒21, 2015. Münster: WTM-Verlag (ISBN 978-3-942197-44-1/pbk; 978-3-942197-86-1/ebook). Conference Proceedings in Mathematics Education 1, 403-408 (2015).
Classification: F21 D31
53
“6 ducklings were still too many". (“6 Entchen waren immer noch zu viele".) (German)
Grundschulzeitschrift 29, No. 281, 34-37 (2015).
Classification: F21 U61 F31 C31
54
Collecting stones. (Steine sammeln.) (German)
Grundschulzeitschrift 29, No. 281, 38-41 (2015).
Classification: D41 U61 C31 F21 F31 D81
55
More than numerical basic competencies? On the dimensionality and structure of mathematical competencies of kindergartners. (Mehr als numerische Basiskompetenzen? Zur Dimensionalität und Struktur mathematischer Kompetenz von Kindergartenkindern.) (German)
Psychol. Erzieh. Unterr. 62, No. 3, 205-217 (2015).
Classification: C41 C31 F21
56
Formal and informal learning environments: using games to support early numeracy. (English)
Torbeyns, Joke (ed.) et al., Describing and studying domain-specific serious games. Cham: Springer (ISBN 978-3-319-20275-4/hbk; 978-3-319-20276-1/ebook). Advances in Game-Based Learning, 231-250 (2015).
Classification: U71 F21 F31 C31 A21 R81
57
Supporting early math ‒ rationales and requirements for high quality software. (English)
J. Comput. Math. Sci. Teach. 34, No. 4, 409-429 (2015).
Classification: U71 F21
58
Facilating weight experiences. Using learning opportunities of picture books in kindergarten. (Gewichtserfahrungen ermöglichen. Lernchancen von Bilderbüchern in der Kita nutzen.) (German)
Math. Differ. 6, No. 4, 10-15 (2015).
Classification: F71 U61 F21
59
Mental representations of mathematical objects and relations by school children in their first school years. (Mentale Repräsentationen mathematischer Objekte und Beziehungen bei Kindern in den ersten Schuljahren.) (German)
Reinhold, Simone (ed.) et al., Mathematische Studien im Spannungsfeld von Geschichte, Philosophie \& Didaktik der Mathematik. Festschrift für Thomas Bedürftig. Münster: WTM-Verlag (ISBN 978-3-942197-46-5/pbk). Festschriften der Mathematikdidaktik 2, 9-28 (2015).
Classification: F21 F32 C31 C32
60

Result 41 to 60 of 704 total

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