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“Now I have found all the towers!" Solving combinatorial problems using micro- and macro-strategies. (“Jetzt habe ich aber alle Türme gefunden!" Mit Mikro- und Makrostrategien kombinatorische Probleme lösen.) (German)
Grundsch. Math. 50, 18-21 (2016).
Classification: D52 K22 D42 E52
1
An inside track: fostering mathematical practices. (English)
Teach. Child. Math. 22, No. 1, 28-35 (2015).
Classification: D42 E52
2
Argumentation ‒ understanding processes and supporting skills. (Argumentieren ‒ Prozesse verstehen und Fähigkeiten fördern.) (German)
Steinweg, Anna Susanne (ed.), Entwicklung mathematischer Fähigkeiten von Kindern im Grundschulalter. Tagungsband des AK Grundschule in der GDM 2015. Bamberg: University of Bamberg Press (ISBN 978-3-86309-367-9/pbk; 978-3-86309-368-6/ebook). Mathematikdidaktik Grundschule 5, 9-24 (2015).
Classification: E52 D32 C42
3
Animated mathematical proofs in elementary education. (English)
Hammond, Tracy (ed.) et al., The impact of pen and touch technology on education. Cham: Springer (ISBN 978-3-319-15593-7/hbk; 978-3-319-15594-4/ebook). Human-Computer Interaction Series, 67-79 (2015).
Classification: U72 E52
4
Mathematical reasoning ‒ moving beyond ‘because\dots’. (English)
Prim. Math. 19, No. 1, 17-19 (2015).
Classification: E52 D52 F32
5
The relationships among executive functions, metacognitive skills and educational achievement in 5 and 7 year-old children. (English)
Metacogn. Learn. 10, No. 2, 181-198 (2015).
Classification: C42 E52 D52 C32
6
Written reasoning in primary school. (English)
Nicol, Cynthia (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education “Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol. 5. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-365-4/v.5). 73-80 (2014).
Classification: E52 E53 C52 C53
7
Making sense of qualitative geometry: the case of Amanda. (English)
J. Math. Behav. 36, 73-94 (2014).
Classification: G22 G42 C32 E52 U72
8
Here is my point picture. Mathematical representations for the topic “part-whole" in grade 1. (Hier ist mein Punktbild. Mathematische Darstellungen beim Thema “Teile-Ganzes" in Klasse 1.) (German)
Grundsch. Math., No. 41, 10-13 (2014).
Classification: F32 E52 D52
9
Fostering children’s probabilistic reasoning and first elements of risk evaluation. (English)
Chernoff, Egan J. (ed.) et al., Probabilistic thinking. Presenting plural perspectives. Dordrecht: Springer (ISBN 978-94-007-7154-3/hbk; 978-94-007-7155-0/ebook). Advances in Mathematics Education, 149-160 (2014).
Classification: K52 K53 K42 K43 E52 E53
10
Student strategies suggesting emergence of mental structures supporting logical and abstract thinking: multiplicative reasoning. (English)
Sch. Sci. Math. 114, No. 2, 87-96 (2014).
Classification: E52 F32 C32
11
Reasoning-and-proving opportunities in elementary mathematics textbooks. (English)
Int. J. Educ. Res. 64, 71-80 (2014).
Classification: E52 E53 U22 U23 D32 D33
12
First-graders’ knowledge of multiplicative reasoning before formal instruction in this domain. (English)
Contemp. Educ. Psychol. 39, No. 1, 59-73 (2014).
Classification: F32 E52 C32
13
Mysterious subtractions. (English)
Teach. Child. Math. 20, No. 5, 294-301 (2013).
Classification: F32 E52 D82
14
Representations and reasoning strategies of grade 3 students in problem solving. (English)
Ubuz, Behiye (ed.) et al., CERME 8. Proceedings of the eigth congress of the European Society of Research in Mathematics Education, Antalya, Turkey, February 6‒10, 2013. Ankara: Middle East Technical University (ISBN 978-975-429-315-9). 383-392 (2013).
Classification: D52 E52 F32
15
Reasoning abilities in primary school: a pilot study on poor achievers vs. normal achievers in computer game tasks. (English)
Learn. Individ. Differ. 23, 213-217 (2013).
Classification: E52 E32 C42 C32 A22 U72
16
Effects of mathematical justification on problem solving and communication. (Korean. English summary)
J. Korean Soc. Math. Educ., Ser. C, Educ. Prim. Sch. Math. 16, No. 3, 267-283 (2013).
Classification: D52 C52 E52
17
If-then and because. Describing and justifying discoveries at the times-plus-house. (Wenn-dann und weil. Entdeckungen am Mal-Plus-Haus beschreiben und begründen.) (German)
Grundsch. Math. 2013, No. 39, 24-27 (2013).
Classification: C52 D42 D72 E52
18
What is in the bag? Elementary school children’s understanding of accumulating evidence. (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). 281-288 (2013).
Classification: K52 E52 C32
19
A model to interpret elementary-school students’ mathematical arguments. (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. 4. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-290-1). 121-128 (2013).
Classification: D20 E52 F32
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