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Children comprehend mathematics. Early mathematical education and furtherance. (Kinder begreifen Mathematik. Frühe mathematische Bildung und Förderung.) 2nd edition. (German)
Entwicklung und Bildung in der Frühen Kindheit. Stuttgart: Kohlhammer (ISBN 978-3-17-029374-8/pbk; 978-3-17-029375-5/ebook). 218~p. (2015).
Classification: D21 D22 D31 D32
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An evaluation of the Australian ‘reconceptualising early mathematics learning’ project: key findings and implications. (English)
Lindmeier, Anke M. (ed.) et al., Proceedings of the 37th conference of the International Group for the Psychology of Mathematics Education “Mathematics learning across the life span", PME 37, Kiel, Germany, July 28‒August 2, 2013. Vol. 3. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-289-5). 337-344 (2013).
Classification: D21 D22 H31 H32 F31 F32 D31 D32
2
The new ‘numbers’ early learning goal: on target or own goal? (English)
Prim. Math. 17, No. 1, 2-6 (2013).
Classification: D21 F21 F31
3
Research on mathematics learning at the “Center of Individual Development and Adaptive Education” (IDeA) ‒ an introduction. (English)
Educ. Stud. Math. 84, No. 2, 177-181 (2013).
Classification: D21
4
Challenges in the innovation of mathematics education for young children. (English)
Educ. Stud. Math. 84, No. 2, 267-272 (2013).
Classification: D21 D31 C31 C71
5
Mathematical situations of play and exploration. (English)
Educ. Stud. Math. 84, No. 2, 209-225 (2013).
Classification: C31 C71 D21
6
Early childhood mathematics education. (English)
Perry, Bob (ed.) et al., Research in mathematics education in Australasia 2008‒2011. Rotterdam: Sense Publishers (ISBN 978-94-6091-968-8/pbk; 978-94-6091-969-5/hbk; 978-94-6091-970-1/ebook). 169-192 (2012).
Classification: D21 C61 D41 D31
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Children comprehend mathematics. Early mathematical education and furtherance. (Kinder begreifen Mathematik. Frühe mathematische Bildung und Förderung.) (German)
Entwicklung und Bildung in der Frühen Kindheit. Stuttgart: Kohlhammer (ISBN 978-3-17-021388-3/pbk). 218~p. (2012).
Classification: D21 D22 D31 D32
8
Folk pedagogy in mathematical play situations with pre-school children. (Alltagspädagogik in mathematischen Spielsituationen mit Vorschulkindern.) (German)
Brandt, Birgit et al., Die Projekte erStMaL und MaKreKi. Mathematikdidaktische Forschung am “Center for Individual Development and Adaptive Education" (IDeA). Münster: Waxmann (ISBN 978-3-8309-2604-7/pbk). Empirische Studien zur Didaktik der Mathematik 10, 91-134 (2011).
Classification: C31 C71 D21
9
Artefacts and utilization schemes in mathematics teacher education: place value in early childhood education. (English)
J. Math. Teach. Educ. 14, No. 2, Special Issue: Windows to early childhood mathematics teacher education, 93-112 (2011).
Classification: B51 F31 D41 D21
10
Impact of preschool institutions in acquiring the notions of unions and relations in the subject of mathematics. (Vpliv predšolskih institucij na učenje pojmov množic in odnosov med elementi množic.) (Slovenian. English summary)
Mat. Šoli 16, No. 3-4, 31-43 (2010).
Classification: E61 E62 C41 C42 D61 D62 D21 D22
11
Understanding kindergarten teachers’ perspectives of teaching basic geometric shapes: a phenomenographic research. (English)
ZDM, Int. J. Math. Educ. 42, No. 5, 457-468 (2010).
Classification: G21 G29 D21 D20 B51
12
Emergent mathematical thinking in the context of play. (English)
Educ. Stud. Math. 74, No. 1, 23-37 (2010).
Classification: D21 C31 D41
13
Multiple solution methods and multiple outcomes - is it a task for kindergarten children? (English)
Educ. Stud. Math. 73, No. 3, 217-231 (2010).
Classification: F21 D51 D21
14
Mathematical thinking of kindergarten boys and girls: Similar achievement, different contributing processes. (English)
Educ. Stud. Math. 73, No. 3, 233-246 (2010).
Classification: C61 C31 D21
15
Aspects of pedagogy supporting metacognition and self-regulation in mathematical learning of young children: evidence from an observational study. (English)
ZDM, Int. J. Math. Educ. 42, No. 2, 163-178 (2010).
Classification: C31 D21
16
Enumeration and organization in nursery schools. (Enumerazione e organizzazione nella scuola dell’infanzia.) (Italian. English summary)
Boll. Docenti Mat., No. 59, 87-104 (2009).
Classification: F21 C31 C41 D21
17
Gender and mathematics at play: parents’ constructions of their preschoolers mathematical capabilities. (English)
Investig. Math. Learn. 2, No. 1, 1-25 (2009).
Classification: C61 D21
18
Reflection on the practice of counting: dialog between preschool teacher, researcher and child. (Reflexão sobre a prática da contagem: diálogo entre educador infantil, pesquisadore e criança.) (Portuguese)
J. Int. Estud. Educ. Mat. 1, No. 1, 71-82 (2009).
Classification: F21 C71 D21
19
Convictions of five year-olds concerning the concept of “one half”. Pt. 2. (Le convinzioni di allievi di 5 anni sull’idea di “metà”. Seconda parte.) (Italian)
Insegn. Mat. Sci. Integr. 31A, No. 2, 109-128 (2008).
Classification: E41 F21 D21
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