History
1
1148


Help on query formulation
first | previous | 1 21 41 61 81 101 | next | last

Result 1 to 20 of 1148 total

To infinity and beyond: children generalize the successor function to all possible numbers years after learning to count. (English)
Cogn. Psychol. 92, 22-36 (2017).
Classification: F21 F22
1
Orientations for the developing of patterns. (Orientaciones para el desarrollo de patrones.) (Spanish)
Uno 22, No. 73, 45-51 (2016).
Classification: H22 F22 F32 D72
2
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
3
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
4
The relation between ANS and symbolic arithmetic skills: the mediating role of number-numerosity mappings. (English)
Contemp. Educ. Psychol. 46, 208-217 (2016).
Classification: F21 F22 F31 F32 C31 C32
5
Oral counting sequences: a theoretical discussion and analysis through the lens of representational redescription. (English)
Educ. Stud. Math. 93, No. 2, 175-193 (2016).
Classification: F21 F22 F31 F32 C31 C32
6
Longitudinal growth on curriculum-based measurements mathematics measures for early elementary students. (English)
ZDM, Math. Educ. 48, No. 7, 1049-1063 (2016).
Classification: D61 D62 F21 F22 C61 C62
7
Development of SNARC and distance effects and their relation to mathematical and visuospatial abilities. (English)
J. Exp. Child Psychol. 150, 301-313 (2016).
Classification: C42 F32 F22 C32
8
Children’s use of number line estimation strategies. (English)
Eur. J. Psychol. Educ. 31, No. 2, 117-134 (2016).
Classification: F32 F22 N22
9
Alphanumeric and non-alphanumeric rapid automatized naming in children with reading and/or spelling difficulties and mathematical difficulties. (English)
Learn. Individ. Differ. 47, 80-87 (2016).
Classification: F22 C52 C42 D72
10
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
11
The effects of physical manipulatives on children’s numerical strategies. (English)
Cogn. Instr. 34, No. 1, 27-50 (2016).
Classification: U61 U62 F32 F31 F21 F22
12
Free versus anchored numerical estimation: a unified approach. (English)
Cognition 149, 11-17 (2016).
Classification: F22 F32 C32
13
Rhythm in number: exploring the affective, social and mathematical dimensions of using TouchCounts. (English)
Math. Educ. Res. J. 28, No. 1, 31-51 (2016).
Classification: F22 F32 U72 C22 C32
14
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
15
Elementary school mathematics for parents and teachers. Volume 1. (English)
Hackensack, NJ: World Scientific (ISBN 978-981-4699-90-7/hbk; 978-981-4699-91-4/pbk). xxi, 245~p. (2016).
Classification: F22 F32 G22 G32 G42
16
Ten-year-old children strategies in mental addition: a counting model account. (English)
Cognition 146, 48-57 (2016).
Classification: F32 F22 C32
17
The role of conceptual subitising in the development of foundational number sense. (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). 371-394 (2016).
Classification: C32 F32 F22
18
Development of a flexible understanding of place value. (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). 289-307 (2016).
Classification: F22 F32 C32
19
Are fingers allowed? About the (sensible) use of fingers as a working material in elementary mathematics education. (Sind Finger erlaubt? Über den (sinnvollen) Gebrauch der Finger als Arbeitsmittel im mathematischen Anfangsunterricht.) (German)
Grundsch.unterr., Math. 62, No. 3, 28-32 (2015).
Classification: F32 F22 D42
20
first | previous | 1 21 41 61 81 101 | next | last

Result 1 to 20 of 1148 total

Valid XHTML 1.0 Transitional Valid CSS!