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Numerical skills in children with Down syndrome. Can they be improved? (English)
Res. Dev. Disabil. 45-46, 129-135 (2015).
Classification: C43 C93 F33 F23
1
Students’ units coordination activity: a cross-sectional analysis. (English)
J. Math. Behav. 39, 51-66 (2015).
Classification: H23 F23 F73 C43
2
Children’s mathematical performance: five cognitive tasks across five grades. (English)
J. Exp. Child Psychol. 135, 1-24 (2015).
Classification: F22 F32 F23 F33
3
Numerical estimation in individuals with Down syndrome. (English)
Res. Dev. Disabil. 36, 222-229 (2015).
Classification: F23 C43
4
Measuring the approximate number system in children: exploring the relationships among different tasks. (English)
Learn. Individ. Differ. 29, 50-58 (2014).
Classification: F22 F23 F32 F33 C32 C33 C62 C63
5
Enumeration of small and large numerosities in adolescents with mathematical learning disorders. (English)
Res. Dev. Disabil. 35, No. 1, 27-35 (2014).
Classification: C43 F23 F33 D73
6
“I’ve heard that money is valuable". (“Ich habe gehört, dass Geld wertvoll ist.".) (German)
Math. Differ. 4, No. 4, 26-30 (2013).
Classification: U62 U63 M32 M33 D52 D53 F22 F23 F32 F33 C62 C63 F72 F73
7
Arithmetic performance of Spanish students in 70’s compulsory education. (Rendimiento aritmético de los estudiantes de educación general básica.) (Spanish. English summary)
Rico, Luis (ed.) et al., Investigación en didáctica de la matemática. Homenaje a Encarnación Castro. Granada: Universidad de Granada (ISBN 978-84-9045-095-6/pbk). 35-42 (2013).
Classification: F22 F23 F32 F33 D62 D63
8
Numerical matching judgments in children with mathematical learning disabilities. (English)
Res. Dev. Disabil. 34, No. 10, 3182-3189 (2013).
Classification: F22 F23 C42 C43 C32 C33
9
Task- and age-dependent effects of visual stimulus properties on children’s explicit numerosity judgments. (English)
J. Exp. Child Psychol. 116, No. 2, 216-233 (2013).
Classification: F22 F23 D52 D53 C32 C33
10
Visual sustained attention and numerosity sensitivity correlate with math achievement in children. (English)
J. Exp. Child Psychol. 116, No. 2, 380-391 (2013).
Classification: C32 C33 F22 F23 C42 C43
11
Teaching decimal ‒ binary conversion through an interactive exhibit. (English)
Int. J. Math. Educ. Sci. Technol. 44, No. 5, 718-721 (2013).
Classification: N23 N24 F23 F24 D83 D84 U63 U64
12
Transcoding abilities in typical and atypical mathematics achievers: the role of working memory and procedural and lexical competencies. (English)
J. Exp. Child Psychol. 116, No. 3, 707-727 (2013).
Classification: C32 C33 C42 C43 D72 D73 F22 F23
13
Supporting mathematics in special schools. (English)
Equals 18, No. 3, 3-4, electronic only (2012).
Classification: F23 F33 D73
14
Number sense, estimation and control of results by students in grade 9. (Senso del numero, stima e controllo dei risultati in studenti di IV media.) (Italian. English summary)
Boll. Docenti Mat. 64, 79-94 (2012).
Classification: C43 F33 F43 F53 F23
15
Symbolic and nonsymbolic number comparison in children with and without dyscalculia. (English)
Cognition 115, No. 1, 10-25 (2010).
Classification: F22 F23 F32 F33 C32 C33 C42 C43
16
A study of the performance of 5th graders in number sense and its relationship to achievement in mathematics. (English)
Int. J. Sci. Math. Educ. 6, No. 4, 789-807 (2008).
Classification: F22 F23 D62 D63 C32 C33
17
Between perception and intuition: Learning about infinity. (English)
J. Math. Behav. 27, No. 3, 188-205 (2008).
Classification: F22 F23 C32 C33 E42 E43
18
Navigating through number and operations in grades 3‒5. With CD-ROM. (English)
Reston, VA: National Council of Teachers of Mathematics (NCTM) (ISBN 978-0-87353-584-7/pbk). 217~p. (2007).
Classification: F22 F23 F32 F33
19
On a critical revision of the teaching of two-digit numbers. (Hacia una revisión crítica de la enseñanza del número de dos cifras.) (Spanish. English summary)
Unión, Rev. Iberoam. Educ. Mat., No. 11, 133-145, electronic only (2007).
Classification: F32 F33 F22 F23 D72 D73
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