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Children’s understanding of additive concepts. (English)
J. Exp. Child Psychol. 156, 16-28 (2017).
Classification: F32 F33 C32 C33
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
Using the Singapore bar model to support the interpretation and understanding of word problems in key stage 2. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 3. Proceedings of the day conference, University of Reading, UK, November 7, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 114-119 (2016).
Classification: F92 D52 F32 F42
3
Using untouchables to make arithmetic structures touchable: the case of the associative rule. (English)
Aust. Prim. Math. Classr. 21, No. 1, 8-11 (2016).
Classification: F32
4
A license to think on the road to fact fluency. (English)
Teach. Child. Math. 22, No. 9, 556-562 (2016).
Classification: F32 C32
5
Solving strategies addition and subtraction. A study on use and impact in primary-school age. (Lösungsstrategien Addition und Subtraktion. Eine Studie zur Nutzung und Wirkung im Grundschulalter.) (German)
Empirische Studien zur Didaktik der Mathematik 27. Münster: Waxmann (ISBN 978-3-8309-3466-0/pbk; 978-3-8309-8466-5/ebook). 408~p. (2016).
Classification: F32 C32
6
Observing calculation processes. (Rechenwege beobachten.) (German)
Grundschulzeitschrift 30, No. 292/293, 34-37 (2016).
Classification: F32 C72 D42
7
Number walls. A kind of learning environment in inclusive mathematics education. (Zahlenmauern. Eine Form der Lernumgebung im inklusiven Mathematikunterricht.) (German)
Grundsch.unterr., Math. 63, No. 1, 39-45 (2016).
Classification: F32 D82 C42
8
Ordering together ‒ learning together. Making mathematical structures visible. (Gemeinsam ordnen ‒ gemeinsam lernen. Mathematische Strukturen sichtbar machen.) (German)
Grundsch.unterr., Math. 63, No. 1, 30-33 (2016).
Classification: F32 D42 U62 C42
9
“The double or just the same again”. Teaching ideas for doubling in inclusive mathematics instruction. (“Das Doppelte oder noch einmal so viel”. Unterrichtsideen zum Verdoppeln im inklusiven Mathematikunterricht.) (German)
Grundsch.unterr., Math. 63, No. 1, 26-29 (2016).
Classification: F32 C42 D42
10
Relational thinking in primary school: the role of the teacher. (Pensamiento relacional en primaria: el papel del maestro.) (Spanish)
Uno 22, No. 73, 14-22 (2016).
Classification: F32 F33 D43 D44
11
Teaching and learning about whole numbers in primary school. (English)
ICME-13 Topical Surveys. Cham: Springer (ISBN 978-3-319-45112-1/pbk; 978-3-319-45113-8/ebook). ix, 50~p. open access (2016).
Classification: F32
12
Coding teaching for simultaneity and connections. Examining teachers’ part-whole additive relations instruction. (English)
Educ. Stud. Math. 93, No. 3, 293-313 (2016).
Classification: F32 D42
13
The cognitive foundations of early arithmetic skills: it is counting and number judgment, but not finger gnosis, that count. (English)
J. Exp. Child Psychol. 152, 327-334 (2016).
Classification: F32 C32 C42
14
A longitudinal study on predictors of early calculation development among young children at risk for learning difficulties. (English)
J. Exp. Child Psychol. 152, 221-241 (2016).
Classification: F32 C32 C42
15
The role of physical digit representation and numerical magnitude representation in children’s multiplication fact retrieval. (English)
J. Exp. Child Psychol. 152, 41-53 (2016).
Classification: F32 C32
16
Developmental trajectories of calculation and word problem solving from third to fifth grade. (English)
Learn. Individ. Differ. 49, 151-161 (2016).
Classification: F32 F92 C32 C42 F33 F93 C33 C43
17
‘To chunk or not to chunk’: learning division, the why before the how or vice versa. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 3. Proceedings of the day conference, University of Reading, UK, November 7, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 126-131 (2016).
Classification: F32 D32
18
Age-related differences in children’s strategy repetition: a study in arithmetic. (English)
J. Exp. Child Psychol. 150, 227-240 (2016).
Classification: F32 F33 N22 N23 C32 C33
19
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
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