History
1
1148


Help on query formulation

Result 61 to 80 of 1148 total

Enactive, iconic, symbolic ‒ this and much more! Representation forms and their links in digital media. (Enaktiv, ikonisch, symbolisch ‒ das und noch viel mehr! Repräsentationsformen und ihre Verknüpfung in digitalen Medien.) (German)
Grundsch. Math. 43, 6-9 (2014).
Classification: U72 U52 C32 F22 F32
61
Teaching mathematics through multicultural literature. (English)
Teach. Child. Math. 20, No. 7, 452-457 (2014).
Classification: F22 U62 C62
62
Prior to school mathematical skills and knowledge of children low-achieving at the end of grade 1. (English)
Liljedahl, Peter (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. 4. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-364-7/v.4). 9-16 (2014).
Classification: F32 F22 C32
63
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
64
Influence of early repeating patterning ability on school mathematics learning. (English)
Liljedahl, Peter (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. 4. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-364-7/v.4). 137-144 (2014).
Classification: C41 C42 F21 F22 H21 H22
65
Embodiment in teaching and learning early counting: grounding metaphors. (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. 2. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-362-3/v.2). 65-72 (2014).
Classification: C32 F22 F32
66
Snatching ‒ how many approximately? Playful collecting of conceptions of sets. (Schnappen ‒ Wie viele ungefähr? Spielerisches Sammeln von Mengenvorstellungen.) (German)
Grundsch. Math. 42, 22-25 (2014).
Classification: U62 N22 D32 D42 F22
67
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
68
More tables or more chairs? Comparing in classroom and school. (Mehr Tische oder mehr Stühle? In Klassenraum und Schule vergleichen.) (German)
Grundsch. Math. 42, 10-13 (2014).
Classification: N22 C32 D32 D42 U62 F22
69
Supporting pupils to give up counting when doing calculations. From counting to arithmetic. (Die Ablösung vom zählenden Rechnen fördern. Vom Zählen zum Rechnen.) (German)
Grundschulmagazin 82, No. 1, 14-18 (2014).
Classification: F32 D82 F22
70
Subtraction by covering. Developing and deepening the idea of arithmetic operations on substraction. (Subtraktion durch Abdecken. Operationsvorstellungen zur Subtraktion aufbauen und vertiefen.) (German)
Math. Differ. 5, No. 4, 28-33 (2014).
Classification: F32 C32 F22 U62
71
On the track of mathematics. Children discover numbers and structures. (Der Mathematik auf der Spur. Kinder entdecken Zahlen und Strukturen.) (German)
Grundschulmagazin 82, No. 3, 17-21 (2014).
Classification: F22 F32 G22
72
The structure of illustrative materials ‒ or why you cannot calculate with Angelina’s twenty-field. (Die Struktur von Anschauungsmitteln ‒ oder warum man mit Angelinas Zwanzigerfeld nicht rechnen kann.) (German)
Math. Differ. 5, No. 4, 14-19 (2014).
Classification: F22 F32 D72 U62 C32
73
The development of structural analogy in number-line estimation. (English)
J. Exp. Child Psychol. 128, 171-189 (2014).
Classification: F21 F22 C31 C32
74
Mathematical representations used to solve an arithmetic distribution problem for first-cycle primary students. (Representaciones matemáticas usadas en la resolución de un problema aritmético de reparto por niños del primer ciclo de primaria.) (Spanish. English summary)
Uno 20, No. 65, 59-69 (2014).
Classification: D52 F22 F32
75
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
76
Mathematics growth trajectories in first grade: cumulative vs. compensatory patterns and the role of number sense. (English)
Learn. Individ. Differ. 35, 103-112 (2014).
Classification: C32 F22 F32
77
Division situations in grade 1. Learning to divide by games and actions. (Divisionssituationen im erstn Schuljahr. Durch Spielen und Handeln teilen lernen.) (German)
Math. Differ. 5, No. 2, 14-19 (2014).
Classification: F32 F22 D42 D32
78
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
79
Number line estimation from kindergarten to grade 2: a longitudinal study. (English)
Learn. Instr. 33, 19-28 (2014).
Classification: F21 F22 C51 C52
80

Result 61 to 80 of 1148 total

Valid XHTML 1.0 Transitional Valid CSS!