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Result 1 to 20 of 35 total

Math self-concept in preschool children: structure, achievement relations, and generalizability across gender. (English)
Early Child. Res. Q. 36, 391-403 (2016).
Classification: C21 C31 C61
1
Associations of teacher-rated social, emotional, and cognitive development in kindergarten to self-reported wellbeing, peer relations, and academic test scores in middle childhood. (English)
Early Child. Res. Q. 35, 76-84 (2016).
Classification: C32 C42 C22 C62 C41 C31 C61 C21 C71
2
Developing mathematical intuition of preschool children in the context of their readiness to commence school education. (Rozvoj matematickej intuície predškolských detí v kontexte pripravenosti na začiatok školskej dochádzky.) (Slovak. English summary)
Stud. Sci. Fac. Paedagog. 13, No. 1, 163-170 (2014).
Classification: C21 C31
3
Does wait time when questioning have an impact upon children\rq s participation in mathematics? (English)
Prim. Math. 17, No. 1, 11-15 (2013).
Classification: D41 D42 C71 C72 C21 C22
4
Exploring young children’s self-efficacy beliefs related to mathematical and nonmathematical tasks performed in kindergarten: abused and neglected children and their peers. (English)
Educ. Stud. Math. 83, No. 2, 309-322 (2013).
Classification: C21 C61
5
The role of teaching practices in the development of children’s interest in reading and mathematics in kindergarten. (English)
Contemp. Educ. Psychol. 37, No. 4, 266-279 (2012).
Classification: C21 D41
6
A study of rural preschool practitioners’ views on young children’s mathematical thinking. (English)
Math. Educ. Res. J. 24, No. 1, 39-57 (2012).
Classification: D31 C31 C21 F21 G21 F71 U51
7
Learning motivation mediates gene-by-socioeconomic status interaction on mathematics achievement in early childhood. (English)
Learn. Individ. Differ. 22, No. 1, 37-45 (2012).
Classification: C31 C32 C61 C62 C21 C22
8
Geometrical knowledge and geometrical self-efficacy among abused and neglected kindergarten children. (English. CZ summary)
Sci. Educ. (Prague) 2, No. 1, 23-36, electronic only (2011).
Classification: C21 C61
9
Cross-lagged relations between task motivation and performance in arithmetic and literacy in kindergarten. (English)
Learn. Instr. 19, No. 4, 335-344 (2009).
Classification: C21 F31
10
“We learn how to predict and be a scientist”: Early science experiences and kindergarten children\rq s social meanings about science. (English)
Cogn. Instr. 27, No. 4, 312-369 (2009).
Classification: C21 C71
11
Affect, subject matter knowledge and pedagogical content knowledge: The case of a Kindergarten teacher. (English)
Maaß, Jürgen (ed.) et al., Beliefs and attitudes in mathematics education. New research results. Rotterdam: Sense Publishers (ISBN 978-90-8790-722-8/hbk; 978-90-8790-721-1/pbk; 978-90-8790-723-5/e-book). 19-31 (2009).
Classification: C21 B50 G21
12
Social-emotional and mathematical competences in early childhood and primary schools - an introduction. (Sozial-emotionale und mathematische Kompetenzen in Kindergarten und Grundschule - eine Einführung.) (German)
Empir. Pädagog. 22, No. 2, 96-112 (2008).
Classification: C21 C22 C41 C42
13
Numbers are nothing to be afraid of ‒ concepts of nursery school teachers on mathematics in pre-school. (Zahlen sind nichts Schlimmes ‒ Vorstellungen von Erzieherinnen über Mathematik im Kindergarten.) (German)
Vásárhelyi, Eva (ed.), Beiträge zum Mathematikunterricht 2008. Vorträge auf der 42. GDM Tagung für Didaktik der Mathematik. Münster: WTM-Verlag; Münster: Martin Stein Verlag (ISBN 978-3-9811015-7-7/print edition; 978-3-9811015-8-4/CD). 277-280 (2008).
Classification: B51 C21
14
Evaluation of methods for teaching and learning of mathematics in preschool. (La evaluación de métodos para la enseñanza y el aprendizaje de las matemáticas en la educación infantil.) (Spanish. English summary)
Unión, Rev. Iberoam. Educ. Mat., No. 11, 59-77, electronic only (2007).
Classification: D41 D31 C21 C31
15
Geométrix. A cycle proposal. (Geométrix. Una propuesta de ciclo.) (Spanish)
Uno 12, No. 43, 119-125 (2006).
Classification: G21 D41 C21
16
Self-teaching, a powerful instrument. Learning to be free and to match one’s behaviour to one’s goals (including maths). (Un outil puissant: l’auto-éducation. Apprendre à vivre libre, à poser ses actes en fonction de ses buts (y compris en math!).) (French)
Bull. APMEP, No. 442, 667-669 (2002).
Classification: C21
17
Discussing about the concept of probability in a Kindergarten classroom. (English)
Gagatsis, Athanasios et al., 3rd Mediterranean conference on mathematical education: Mathematics in the modern world, mathematics and didactics, mathematics and life, mathematics and society. Athens: Hellenic Mathematical Society; Cyprus: Cyprus Mathematical Society (ISBN 960-7341-25-2). 459-465 (2002).
Classification: C21
18
Knowing and going separate ways - moral relevance and moral conflicts in teaching. (English)
Meri, Matti et al., Discussions on some pedagogical issues. , (ISBN 951-45-9356-1). 105-120 (2000).
Classification: C21
19
Young children’s perceptions of mathematics in problem-solving environments. (English)
J. Res. Math. Educ. 28, No. 1, 8-25 (1997).
Classification: C21
20
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