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Competing features influence children’s attention to number. (English)
J. Exp. Child Psychol. 156, 62-81 (2017).
Classification: C30 F20 C40
1
Everybody counts: designing tasks for TouchCounts. (English)
Leung, Allen (ed.) et al., Digital technologies in designing mathematics education tasks. Potential and pitfalls. Cham: Springer (ISBN 978-3-319-43421-6/hbk; 978-3-319-43423-0/ebook). Mathematics Education in the Digital Era 8, 175-191 (2017).
Classification: U70 F20 D50
2
Individual differences in nonverbal number skills predict math anxiety. (English)
Cognition 159, 156-162 (2017).
Classification: C20 F20 C30
3
From counting to calculating. Structure-focussing interpretations in cooperative learning environments. With a preface by Marcus Nührenbörger. (Vom Zählen zum Rechnen. Struktur-fokussierende Deutungen in kooperativen Lernumgebungen.) (German)
Dortmunder Beiträge zur Entwicklung und Erforschung des Mathematikunterrichts 21. Wiesbaden: Springer Spektrum; Dortmund: TU Dortmund (Habil. 2014) (ISBN 978-3-658-10693-5/pbk; 978-3-658-10694-2/ebook). xi, 237~p. (2016).
Classification: F20 F30 C30
4
Individual differences in the components of children’s and adults’ information processing for simple symbolic and non-symbolic numeric decisions. (English)
J. Exp. Child Psychol. 150, 48-71 (2016).
Classification: F20 F30 C30 C40
5
Effects of extreme prematurity on numerical skills and executive function in kindergarten children: an application of partially ordered classification modeling. (English)
Learn. Individ. Differ. 49, 332-340 (2016).
Classification: C40 F20
6
How numbers mean: comparing random walk models of numerical cognition varying both encoding processes and underlying quantity representations. (English)
Cogn. Psychol. 91, 63-81 (2016).
Classification: C30 F20 D20
7
The cognitive labour of mathematics dis/ability: neurocognitive approaches to number sense. (English)
Int. J. Educ. Res. 79, 222-230 (2016).
Classification: C30 C40 F20 F30 C80
8
Dissociation between exact and approximate addition in developmental dyslexia. (English)
Res. Dev. Disabil. 56, 139-152 (2016).
Classification: F30 F20 C50 C40 C30
9
The relationship between individual and collective documentation: incidents, knowledge and mathematical resources. (L’étude des rapports entre documentations individuelle et collective: incidents, connaissances et ressources mathematiques.) (French. English summary, Spanish summary)
Rech. Didact. Math. 36, No. 1, 49-95 (2016).
Classification: D39 D40 B50 F20 U20
10
The neural correlates of health risk perception in individuals with low and high numeracy. (English)
ZDM, Math. Educ. 48, No. 3, 337-350 (2016).
Classification: C80 C30 C40 F20 K50
11
Electrophysiological markers of newly acquired symbolic numerical representations: the role of magnitude and ordinal information. (English)
ZDM, Math. Educ. 48, No. 3, 279-289 (2016).
Classification: C80 F20 C30
12
Which preschool mathematics competencies are most predictive of fifth grade achievement? (English)
Early Child. Res. Q. 36, 550-560 (2016).
Classification: C41 C33 F20 F30
13
Using lesson study to support knowledge development in initial teacher education: insights from early number classrooms. (English)
Teach. Teach. Educ. 57, 161-175 (2016).
Classification: C39 C70 F20
14
Comparing a number line and audio prompts in supporting price comparison by students with intellectual disability. (English)
Res. Dev. Disabil. 53-54, 342-357 (2016).
Classification: F70 F40 F20 C40
15
Beyond magnitude: judging ordinality of symbolic number is unrelated to magnitude comparison and independently relates to individual differences in arithmetic. (English)
Cognition 150, 68-76 (2016).
Classification: F30 F20 C30
16
A helping hand putting in order: visuomotor routines organize numerical and non-numerical sequences in space. (English)
Cognition 152, 40-52 (2016).
Classification: F20 C30 C50
17
How to interpret cognitive training studies: a reply to Lindskog \& Winman. (English)
Cognition 150, 247-251 (2016).
Classification: F20 F30 C30
18
No evidence of learning in non-symbolic numerical tasks ‒ a comment on Park and Brannon (2014). (English)
Cognition 150, 243-247 (2016).
Classification: F20 F30 C30
19
Adaptation to number operates on perceived rather than physical numerosity. (English)
Cognition 151, 63-67 (2016).
Classification: C30 C80 F20
20
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