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The predictive relationships between working memory skills within the spatial and verbal domains and mathematical performance of grade 2 South African learners. (English)
Int. J. Educ. Res. 81, 1-10 (2017).
Classification: C32 C42
1
The complexity of the affordance-ability relationship when second-grade children interact with mathematics virtual manipulative apps. (English)
Technol. Knowl. Learn. 21, No. 3, 341-360 (2016).
Classification: U72 C42 C32
2
Math adventure. Development and evaluation of a competence-oriented mathematics textbook for inclusive and special educational settings in grade 1. (Matheabenteuer. Entwicklung und Evaluation eines kompetenzorientierten Mathematiklehrwerks für inklusive und sonderpädagogische Settings in der ersten Jahrgangsstufe.) (German)
Texte zur Mathematischen Forschung und Lehre 83. Hildesheim: Franzbecker (ISBN 978-3-88120-531-3/pbk). 480~p. (2016).
Classification: U22 C42 C92 U26
3
All children are able to solve practical arithmetic problems. Word problems in heterogeneous learning groups. (Alle Kinder können Sachrechnen. Textaufgaben in heterogenen Lerngruppen.) (German)
Grundsch.unterr., Math. 63, No. 1, 34-38 (2016).
Classification: F92 U72 C42
4
Practical arithmetic inclusively. Requirements and possibilities for the design of learning opportunities. (Sachrechnen inklusiv. Anforderungen und Möglichkeiten zur Gestaltung von Lernangeboten.) (German)
Grundsch.unterr., Math. 63, No. 1, 22-25 (2016).
Classification: F92 D32 D42 C42
5
Number walls. A kind of learning environment in inclusive mathematics education. (Zahlenmauern. Eine Form der Lernumgebung im inklusiven Mathematikunterricht.) (German)
Grundsch.unterr., Math. 63, No. 1, 39-45 (2016).
Classification: F32 D82 C42
6
Ordering together ‒ learning together. Making mathematical structures visible. (Gemeinsam ordnen ‒ gemeinsam lernen. Mathematische Strukturen sichtbar machen.) (German)
Grundsch.unterr., Math. 63, No. 1, 30-33 (2016).
Classification: F32 D42 U62 C42
7
“The double or just the same again”. Teaching ideas for doubling in inclusive mathematics instruction. (“Das Doppelte oder noch einmal so viel”. Unterrichtsideen zum Verdoppeln im inklusiven Mathematikunterricht.) (German)
Grundsch.unterr., Math. 63, No. 1, 26-29 (2016).
Classification: F32 C42 D42
8
The cognitive foundations of early arithmetic skills: it is counting and number judgment, but not finger gnosis, that count. (English)
J. Exp. Child Psychol. 152, 327-334 (2016).
Classification: F32 C32 C42
9
A longitudinal study on predictors of early calculation development among young children at risk for learning difficulties. (English)
J. Exp. Child Psychol. 152, 221-241 (2016).
Classification: F32 C32 C42
10
Developmental trajectories of calculation and word problem solving from third to fifth grade. (English)
Learn. Individ. Differ. 49, 151-161 (2016).
Classification: F32 F92 C32 C42 F33 F93 C33 C43
11
Approaching conceptions of numbers in the inclusive initial tuition. Grasping, representing and structuring sets. (Zahlvorstellungen im inklusiven Anfangsunterrricht anbahnen. Mengen auffassen, darstellen und strukturieren.) (German)
Grundsch.unterr., Math. 63, No. 1, 14-21 (2016).
Classification: F22 F32 C32 C42
12
Cognitive factors affecting children’s nonsymbolic and symbolic magnitude judgment abilities: A latent profile analysis. (English)
J. Exp. Child Psychol. 152, 173-191 (2016).
Classification: F21 F22 C31 C32 C41 C42
13
The precision of mapping between number words and the approximate number system predicts children’s formal math abilities. (English)
J. Exp. Child Psychol. 150, 207-226 (2016).
Classification: F21 C51 C41 C42 C31 C32
14
“I am glad that I dared that!” Fermi problems in the inclusive mathematics instruction. (“Ich bin froh, dass ich uns das zugetraut habe!” Fermi-Aufgaben im inklusiven Mathematikunterricht.) (German)
Grundsch.unterr., Math. 63, No. 1, 9-13 (2016).
Classification: D52 C42
15
Articulating mathematical knowledge. Children’s descriptions of solutions of problems. (Articular el conocimiento matemático. Descripciones infantiles de la resolución de problemas.) (Spanish)
Uno 22, No. 72, 28-34 (2016).
Classification: D52 D53 C52 C53 C42 C43
16
Maths included: guide for the grade 1 and 2. Subject-related didactical handbook for the construction of an inclusive lesson. (Mathe inklusiv: Ratgeber f\"ir die 1./2. Klasse. Fachdidaktisches Handbuch zum Aufbau eines inklusiven Unterrichts.) (German)
Hamburg: AOL Verlag (ISBN 978-3-403-10375-2/pbk). 198~p. (2016).
Classification: D42 D32 C42 C92 D72
17
Students’ growth trajectories in mathematics: the role of language proficiency. (Sprachkompetenz als Prädiktor mathematischer Kompetenzentwicklung von Kindern deutscher und nicht-deutscher Familiensprache.) (German. English summary)
Z. Entwicklungspsychol. Pädagog. Psychol. 48, No. 1, 27-41 (2016).
Classification: C52 C53 C32 C33 C62 C63 C42 C43
18
Inclusion in mathematics education. Learning together on a common topic. (Inklusion im Mathematikunterricht. Gemeinsames Lernen am gemeinsamen Gegenstand.) (German)
Grundsch.unterr., Math. 63, No. 1, 4-8 (2016).
Classification: C42 D42
19
Profiles of self-regulation in elementary grades: relations to math and reading skills. (English)
Learn. Individ. Differ. 51, 37-48 (2016).
Classification: C42 C32
20
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