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Fit for mathematics lessons in grade 5. How to use a short daily teaching sequence to prepare fourth-graders for the transition to grade 5. (Fit für den Mathematikunterricht in der fünften Klasse. Wie Viertklässler in einer täglichen kurzen Unterrichtssequenz auf den Übergang in die fünfte Klasse vorbereitet werden können.) (German)
Grundsch.unterr., Math. 60, No. 4, 35-39 (2013).
Classification: D52 D32 F33 G33
81
“Now it’s becoming more difficult\dots ". Collecting and arriving ‒ going on together. The transition from primary school to the lower secondary level in a grammar school. (“Jetzt wird es schwerer\dots ". Abholen und ankommen ‒ gemeinsam weitergehen. Der Übergang von der Primarstufe zur Sek. I am Gymnasium.) (German)
Grundsch.unterr., Math. 60, No. 4, 29-34 (2013).
Classification: D33 D43 F33 F93
82
Homework texts and use of mathematical knowledge: contributions to the interpretation of the comprehension from basic arithmetic calculus. (Tareas, textos y usos del conocimiento matemático: aportes a la interpretación de la comprensión desde el cálculo aritmético elemental.) (Spanish. English summary)
Educ. Mat. (Mex. City) 25, No. 2, 61-88 (2013).
Classification: C33 D20 F33
83
Mental additions and verbal-domain interference in children with developmental dyscalculia. (English)
Res. Dev. Disabil. 34, No. 9, 2845-2855 (2013).
Classification: C42 C43 F32 F33 C32 C33 D72 D73
84
The contribution of general cognitive abilities and number abilities to different aspects of mathematics in children. (English)
J. Exp. Child Psychol. 116, No. 2, 139-156 (2013).
Classification: C42 C43 C32 C33 F32 F33 F92 F93 D52 D53
85
Practising rough estimates. (Überschlagsrechnen üben.) (German)
Mathematik 5 bis 10, No. 25, 46-47 (2013).
Classification: U63 F33
86
Paradox of a philistine or why do we need mental arithmetic? ({\cyr Paradoks obyvatelya, ili zachem nuzhen ustny\u{i} schët?}.) (Russian)
Mat. Shk., No. 7, 3-8 (2013).
Classification: F33 D33 Reviewer: Elena Glukhova (Moskva)
88
Test “Prime and composite numbers". ({\cyr Test “Prostye i sostavnye chisla”}.) (Russian)
Mat. Shk., No. 2, 68-75 (2013).
Classification: F33 D63 Reviewer: Elena Glukhova (Moskva)
89
Multiplying the medieval way. (Multiplizieren wie im Mittelalter.) (German)
Mathematik 5 bis 10, No. 24, 46-47 (2013).
Classification: F33 F43
90
Using calculators for assessing pupils’ conceptualization on place-value. (English)
Int. J. Math. Educ. Sci. Technol. 44, No. 4, 523-544 (2013).
Classification: F32 F33 U72 U73 D72 D73
91
Coordinating numeric and linear units: elementary students’ strategies for locating whole numbers on the number line. (English)
Math. Think. Learn. 15, No. 4, 235-258 (2013).
Classification: F33 C33 D73
92
Basic arithmetic competencies of secondary school students from grades 5 to 7. (Arithmetische Basiskompetenzen von Schülerinnen und Schülern in den Klassen 5 bis 7 der Sekundarstufe.) (German. English summary)
J. Math.-Didakt. 34, No. 2, 237-263 (2013).
Classification: F33 F43 D73
93
Sailing from one island to the other. Using learning maps to link up competencies and to plan learning paths. (Von einer Insel zur nächsten segeln. Mit Lernlandkarten Kompetenzen vernetzen und Lernwege planen.) (German)
Mathematik 5 bis 10, No. 23, 14-17 (2013).
Classification: F33 F93 D63 D83
94
Putting essential understanding of multiplication and division into practice in grades 3‒5. (English)
Putting Essential Understanding into Practice. Reston, VA: National Council of Teachers of Mathematics (NCTM) (ISBN 978-0-87353-715-5). 183~p. (2013).
Classification: F32 F33 D82 D83 D42 D43
95
Generating scenarios of division as sharing and grouping: a study of Japanese elementary and university students. (English)
Math. Think. Learn. 15, No. 3, 190-200 (2013).
Classification: F32 F33 F35 D52 D53 D55
96
A power meaning of multiplication: three eighth graders’ solutions of Cartesian product problems. (English)
J. Math. Behav. 32, No. 3, 331-352 (2013).
Classification: D43 C33 F33 F53
97
Visuospatial working memory and mathematical ability at different ages throughout primary school. (English)
Learn. Individ. Differ. 27, 182-192 (2013).
Classification: C42 C43 C32 C33 F32 F33
98
Mathematical induction. (Matematična indukcija.) (Slovenian. English summary)
Mat. Šoli 19, No. 1-2, 45-53 (2013).
Classification: E53 F33 G43
99
Knowledge and beliefs for nurturing reflective learners of rational number concepts. (English)
Kaur, Berinderjeet (ed.), Nurturing reflective learners in mathematics. Yearbook 2013, Association of Mathematics Educators. Hackensack, NJ: World Scientific (ISBN 978-981-4472-74-6/hbk; 978-981-4472-77-7/ebook). 57-79 (2013).
Classification: C29 C49 F32 F33 C32 C33
100

Result 81 to 100 of 953 total

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