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Preventive support for kindergarteners most at-risk for mathematics difficulties: computer-assisted intervention. (English)
Math. Think. Learn. 17, No. 4, 273-295 (2015).
Classification: C91 F21 F31 D71 U71
61
Apples and coconuts: young children ‘Kinect-ing’ with mathematics and Sesame Street. (English)
Lowrie, Tom (ed.) et al., Digital games and mathematics learning. Potential, promises and pitfalls. Dordrecht: Springer (ISBN 978-94-017-9516-6/hbk; 978-94-017-9517-3/ebook). Mathematics Education in the Digital Era 4, 123-139 (2015).
Classification: U71 F21 R81
62
Contributions of the Chinese abacus in kindergarten. (Apports du boulier chinois en grande section de maternelle.) (French)
Repères IREM 98, 5-20 (2015).
Classification: U61 F21
63
Do you help me to draw the mathematics around us? (?‘Me ayudas a dibujar las matemáticas que nos rodean?) (Spanish)
Uno 21, No. 70, 55-60 (2015).
Classification: F21 F31 F91 D41 U61
64
Sense and interest in children’s mathematical activity. Learning numeracy. (Sentido e interés en la actividad matemática infantil. El aprendizaje de la lectoescritura de numerales.) (Spanish)
Uno 21, No. 70, 43-47 (2015).
Classification: F21 F31
65
Scaffolding mentalizing via a play-{\&}-learn game for preschoolers. (English)
Comput. Educ. (Exeter) 90, 13-23 (2015).
Classification: U51 U71 F21 C31
66
Building bridges ‒ making connections between counting and arithmetic: subitising. (English)
Prim. Math. 19, No. 1, 22-25 (2015).
Classification: F31 F21 C31
67
‘Let’s visit Numberland’ ‒ a highly emotive and efficient reason for reasoning in early numeracy. (English)
Prim. Math. 19, No. 1, 13-16 (2015).
Classification: F21 D31 D41 C31 U61
68
Ben’s perception of space and subitizing activity: a constructivist teaching experiment. (English)
Math. Educ. Res. J. 27, No. 4, 563-584 (2015).
Classification: F21 F31 C31 D81
69
Individual variance in responsiveness to early computerized mathematics intervention. (English)
Learn. Individ. Differ. 43, 124-131 (2015).
Classification: F21 F31 U71 D41
70
The story of Kyle. (English)
Teach. Child. Math. 21, No. 6, 354-361 (2015).
Classification: F21 F31 C31 C41 C61 D31
71
An early mathematical patterning assessment: identifying young Australian indigenous children’s patterning skills. (English)
Math. Educ. Res. J. 27, No. 4, 519-534 (2015).
Classification: D61 F21 C61
72
Why is number word learning hard? Evidence from bilingual learners. (English)
Cogn. Psychol. 83, 1-21 (2015).
Classification: C51 F21 D71
73
Spontaneous focusing on numerosity and the arithmetic advantage. (English)
Learn. Instr. 40, 79-88 (2015).
Classification: C41 F21 F31
74
Identifying differences in early mathematical skills among children in head start. (English)
Int. J. Sci. Math. Educ. 13, No. 6, 1403-1423 (2015).
Classification: C41 D71 F21 G21
75
‘Number in cultures’ as a playful outdoor activity: making space for critical mathematics education in the early years. (English)
Gellert, Uwe (ed.) et al., Educational paths to mathematics. A C.I.E.A.E.M. sourcebook. Collected papers based on the presentations at the 63rd and 64th conference, Barcelona, Spain, summer 2011 and Rhodes, Greece, summer 2012. Cham: Springer (ISBN 978-3-319-15409-1/hbk; 978-3-319-15410-7/ebook). Advances in Mathematics Education, 143-159 (2015).
Classification: F21 D31 C61 C51
76
Inhibition, conflict detection, and number conservation. (English)
ZDM, Math. Educ. 47, No. 5, 793-800 (2015).
Classification: F21 C31 C41
77
The impact of a patterns and early algebra program on children in transition to school in Australian indigenous communities. (English)
Perry, Bob (ed.) et al., Mathematics and transition to school. International perspectives. Singapore: Springer (ISBN 978-981-287-214-2/hbk; 978-981-287-215-9/ebook). Early Mathematics Learning and Development, 217-236 (2015).
Classification: D31 F21 F31 C61 B21
78
Let’s count: early childhood educators and families working in partnership to support young children’s transitions in mathematics education. (English)
Perry, Bob (ed.) et al., Mathematics and transition to school. International perspectives. Singapore: Springer (ISBN 978-981-287-214-2/hbk; 978-981-287-215-9/ebook). Early Mathematics Learning and Development, 85-102 (2015).
Classification: D31 D41 C61 F21
79
Growth point and gestures: looking inside mathematical meanings. (English)
Educ. Stud. Math. 90, No. 1, 19-37 (2015).
Classification: C50 C30 F21 I44 I54
80

Result 61 to 80 of 704 total

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