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Infants’ detection of increasing numerical order comes before detection of decreasing number. (English)
Cognition 158, 177-188 (2017).
Classification: F21 C31
1
Preschool children use space, rather than counting, to infer the numerical magnitude of digits: evidence for a spatial mapping principle. (English)
Cognition 158, 56-67 (2017).
Classification: F21 F31 C31
2
Better together: multiple lines of evidence for a link between approximate and exact number representations: a reply to Merkley, Matejko, and Ansari. (English)
J. Exp. Child Psychol. 153, 168-172 (2017).
Classification: F21 C31 F31
3
Strong causal claims require strong evidence: a commentary on Wang and colleagues. (English)
J. Exp. Child Psychol. 153, 163-167 (2017).
Classification: F21 C31 F31
4
Foundations of mathematics and literacy: the role of executive functioning components. (English)
J. Exp. Child Psychol. 153, 15-34 (2017).
Classification: C31 C41 F21
5
Insights for engaging families as the first mathematics educators of children. (English)
Phillipson, Sivanes (ed.) et al., Engaging families as children’s first mathematics educators. International perspectives. Singapore: Springer (ISBN 978-981-10-2551-8/hbk; 978-981-10-2553-2/ebook). Early Mathematics Learning and Development, 249-261 (2017).
Classification: C31 C61 D41 D20
6
Fostering children’s everyday mathematical knowledge through caregiver participation in supported playgroups in schools. (English)
Phillipson, Sivanes (ed.) et al., Engaging families as children’s first mathematics educators. International perspectives. Singapore: Springer (ISBN 978-981-10-2551-8/hbk; 978-981-10-2553-2/ebook). Early Mathematics Learning and Development, 235-246 (2017).
Classification: C31 C91 D41 D31
7
Supporting early mathematics learning: building mathematical capital through participating in early years swimming. (English)
Phillipson, Sivanes (ed.) et al., Engaging families as children’s first mathematics educators. International perspectives. Singapore: Springer (ISBN 978-981-10-2551-8/hbk; 978-981-10-2553-2/ebook). Early Mathematics Learning and Development, 217-233 (2017).
Classification: C31 C91 D41 D81
8
Bringing families and preschool educators together to support young children’s learning through noticing, exploring and talking about mathematics. (English)
Phillipson, Sivanes (ed.) et al., Engaging families as children’s first mathematics educators. International perspectives. Singapore: Springer (ISBN 978-981-10-2551-8/hbk; 978-981-10-2553-2/ebook). Early Mathematics Learning and Development, 199-216 (2017).
Classification: D41 C31 C61
9
Do Hong Kong parents engage in learning activities conducive to preschool children’s mathematics development? (English)
Phillipson, Sivanes (ed.) et al., Engaging families as children’s first mathematics educators. International perspectives. Singapore: Springer (ISBN 978-981-10-2551-8/hbk; 978-981-10-2553-2/ebook). Early Mathematics Learning and Development, 165-178 (2017).
Classification: C61 C31 D81 D41
10
Parental perceptions of access to capitals and early mathematical learning: some early insights from Numeracy{\@}Home project. (English)
Phillipson, Sivanes (ed.) et al., Engaging families as children’s first mathematics educators. International perspectives. Singapore: Springer (ISBN 978-981-10-2551-8/hbk; 978-981-10-2553-2/ebook). Early Mathematics Learning and Development, 127-145 (2017).
Classification: C61 C31 D41
11
Meta-analysis of the relationship between home and family experiences and young children’s early numeracy learning. (English)
Phillipson, Sivanes (ed.) et al., Engaging families as children’s first mathematics educators. International perspectives. Singapore: Springer (ISBN 978-981-10-2551-8/hbk; 978-981-10-2553-2/ebook). Early Mathematics Learning and Development, 105-125 (2017).
Classification: C31 C61 D41
12
Discerning and supporting the development of mathematical fundamentals in early years. (English)
Phillipson, Sivanes (ed.) et al., Engaging families as children’s first mathematics educators. International perspectives. Singapore: Springer (ISBN 978-981-10-2551-8/hbk; 978-981-10-2553-2/ebook). Early Mathematics Learning and Development, 65-80 (2017).
Classification: D41 C31
13
Mathematics with infants and toddlers. (English)
Phillipson, Sivanes (ed.) et al., Engaging families as children’s first mathematics educators. International perspectives. Singapore: Springer (ISBN 978-981-10-2551-8/hbk; 978-981-10-2553-2/ebook). Early Mathematics Learning and Development, 33-46 (2017).
Classification: C31 D41 D81
14
Children’s understanding of the commutativity and complement principles: a latent profile analysis. (English)
Learn. Instr. 47, 65-79 (2017).
Classification: F31 C31
15
Examining the relationship between rapid automatized naming and arithmetic fluency in Chinese kindergarten children. (English)
J. Exp. Child Psychol. 154, 146-163 (2017).
Classification: F21 F31 C51 C31
16
Improving mathematics learning of kindergarten students through computer-assisted instruction. (English)
J. Res. Math. Educ. 47, No. 3, 206-232 (2016).
Classification: U71 D41 C31
17
An examination of children’s learning progression shifts while using touch screen virtual manipulative mathematics apps. (English)
Comput. Hum. Behav. 64, 814-828 (2016).
Classification: U51 U52 C31 C32 U71 U72
18
Early geometrical thinking in the environment of patterns, mosaics and Isometries. (English)
ICME-13 Topical Surveys. Cham: Springer (ISBN 978-3-319-44271-6/pbk; 978-3-319-44272-3/ebook). vii, 50~p. open access (2016).
Classification: G21 C31
19
Non-symbolic approximate arithmetic training improves math performance in preschoolers. (English)
J. Exp. Child Psychol. 152, 278-293 (2016).
Classification: F31 F21 C31 C51
20
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