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Mathematical learning disabilities and attention deficit and/or hyperactivity disorder: a study of the cognitive processes involved in arithmetic problem solving. (English)
Res. Dev. Disabil. 61, 44-54 (2017).
Classification: C40 D70 C30 F30 D50
1
From arithmetical to algebraic language: errors and difficulties. (Del lenguaje arithmético al algebraico: errores y dificultades.) (Spanish)
Uno 22, No. 73, 38-44 (2016).
Classification: H20 H30 F30 F40 F50 D70 E40
2
Reverse and add to 100: explorations in place value. (English)
Teach. Child. Math. 22, No. 7, 404-410 (2016).
Classification: F30
3
Stages in constructing and coordinating units additively and multiplicatively. II. (English)
Learn. Math. 36, No. 1, 34-39 (2016).
Classification: F30 C30
4
What mathematics calculations do adults do in their everyday lives? Part 1 of a report on the everyday mathematics project. (English)
Aust. Prim. Math. Classr. 21, No. 2, 8-17 (2016).
Classification: F30 F40 M10
5
Multiplicative thinking: much more than knowing multiplication facts and procedures. (English)
Aust. Prim. Math. Classr. 21, No. 1, 34-38 (2016).
Classification: F30 C30
6
Power patterns: extending number sense through last digit investigations. (English)
Aust. Prim. Math. Classr. 21, No. 1, 29-33 (2016).
Classification: F30 F60 D80
7
The cognitive process of Chinese abacus arithmetic. (English)
Int. J. Sci. Math. Educ. 14, No. 8, 1499-1516 (2016).
Classification: F30 U60 C30
8
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
9
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
10
Choosing the right tool. (English)
Teach. Child. Math. 22, No. 8, 476-486 (2016).
Classification: D40 U60 F30
11
A case study in using explicit instruction to teach young children counting skills. (English)
Investig. Math. Learn. 8, No. 2, 37-54 (2016).
Classification: C40 C30 F30
12
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
13
Mathematics learning development: the role of long-term retrieval. (English)
Int. J. Sci. Math. Educ. 14, No. 7, 1377-1385 (2016).
Classification: C30 F30 F40 D50 C40
14
Investigating a case of hidden misinterpretations of an additive word problem: structural substitution. (English)
Eur. J. Psychol. Educ. 31, No. 2, 135-153 (2016).
Classification: F90 D70 F30 D50
15
Teaching to add three-digit numbers in Hong Kong and Shanghai: illustration of differences in the systematic use of variation and invariance. (English)
ZDM, Math. Educ. 48, No. 4, 455-470 (2016).
Classification: F30 D40 C70
16
Moving beyond a traditional algorithm in whole number subtraction: preservice teachers’ responses to a student’s invented strategy. (English)
Educ. Stud. Math. 93, No. 1, 105-129 (2016).
Classification: F30 D39
17
Dissociation between exact and approximate addition in developmental dyslexia. (English)
Res. Dev. Disabil. 56, 139-152 (2016).
Classification: F30 F20 C50 C40 C30
18
Do explicit number names accelerate pre-kindergarteners’ numeracy and place value acquisition? (English)
Educ. Stud. Math. 92, No. 2, 179-192 (2016).
Classification: F21 C51 F30
19
Levels of arithmetic reasoning in solving an open-ended problem. (English)
Int. J. Math. Educ. Sci. Technol. 47, No. 3, 356-372 (2016).
Classification: D50 F30 H30
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