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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
1
Non-symbolic approximate arithmetic training improves math performance in preschoolers. (English)
J. Exp. Child Psychol. 152, 278-293 (2016).
Classification: F31 F21 C31 C51
2
Tracking nursery children’s counting. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 3. Proceedings of the day conference, University of Reading, UK, November 7, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 55-60 (2016).
Classification: F21 C51 C31
3
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
4
Numerical morphology supports early number word learning: evidence from a comparison of Young mandarin and English learners. (English)
Cogn. Psychol. 88, 162-186 (2016).
Classification: F21 C51 C31
5
Do explicit number names accelerate pre-kindergarteners’ numeracy and place value acquisition? (English)
Educ. Stud. Math. 92, No. 2, 179-192 (2016).
Classification: F21 C51 F30
6
Mathematics and language: individual and group differences in mathematical language skills in young children. (English)
Early Child. Res. Q. 36, 259-268 (2016).
Classification: F21 C51
7
Linking language, visual-spatial, and executive function skills to number competence in very young Chinese children. (English)
Early Child. Res. Q. 36, 178-189 (2016).
Classification: F21 C51 C41
8
Counting and rapid naming predict the fluency of arithmetic and reading skills. (English)
Contemp. Educ. Psychol. 44-45, 83-94 (2016).
Classification: F21 F22 F32 C51 C52 C31 C32
9
Morphological awareness longitudinally predicts counting ability in Chinese kindergarteners. (English)
Learn. Individ. Differ. 47, 215-221 (2016).
Classification: F21 C41 C51
10
Number-specific and general cognitive markers of preschoolers’ math ability profiles. (English)
J. Exp. Child Psychol. 147, 1-21 (2016).
Classification: C41 F21 C31 C51
11
Associations between child home language, gender, bilingualism and school readiness: a population-based study. (English)
Early Child. Res. Q. 35, 95-110 (2016).
Classification: C52 C51 F22 F21 F32 F31 C32 C31
12
Negotiating with family members in a block play. (English)
Meaney, Tamsin (ed.) et al., Mathematics education in the early years. Results from the POEM2 conference, Malmö, Sweden, 2014. Cham: Springer (ISBN 978-3-319-23933-0/hbk; 978-3-319-23935-4/ebook). 57-79 (2016).
Classification: D41 C51 C61 U61
13
A design study to develop young children’s understanding of multiplication and division. (English)
Math. Educ. Res. J. 28, No. 4, 567-583 (2016).
Classification: F31 F32 C51 C52
14
Oral language needs: making math meaningful. (English)
Teach. Child. Math. 21, No. 8, 494-500 (2015).
Classification: C51
15
Why is number word learning hard? Evidence from bilingual learners. (English)
Cogn. Psychol. 83, 1-21 (2015).
Classification: C51 F21 D71
16
‘Number in cultures’ as a playful outdoor activity: making space for critical mathematics education in the early years. (English)
Gellert, Uwe (ed.) et al., Educational paths to mathematics. A C.I.E.A.E.M. sourcebook. Collected papers based on the presentations at the 63rd and 64th conference, Barcelona, Spain, summer 2011 and Rhodes, Greece, summer 2012. Cham: Springer (ISBN 978-3-319-15409-1/hbk; 978-3-319-15410-7/ebook). Advances in Mathematics Education, 143-159 (2015).
Classification: F21 D31 C61 C51
17
Narrative assessment: making mathematics learning visible in early childhood settings. (English)
Math. Educ. Res. J. 27, No. 3, 385-400 (2015).
Classification: D61 C51 C31
18
Pathways to arithmetic: the role of visual-spatial and language skills in written arithmetic, arithmetic word problems, and nonsymbolic arithmetic. (English)
Contemp. Educ. Psychol. 41, 188-197 (2015).
Classification: F31 F21 F91 C31 C41 C51
19
Early numerical abilities and cognitive skills in kindergarten children. (English)
J. Exp. Child Psychol. 135, 25-42 (2015).
Classification: F21 F31 C41 C31 C51
20
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Result 1 to 20 of 92 total

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