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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
Diagnosing the sense of numbers and operations. Problem posing on the basis of KIWIS diagnostic interview for the work with very heterogeneous lower secondary learning groups. (Zahl- und Operationsverständnis diagnostizieren. Aufgabenkonzeption auf Basis des diagnostischen Interviews KIWIS für die Arbeit mit stark heterogenen Lerngruppen in der Sekundarstufe I.) (German)
PM Prax. Math. Sch. 58, No. 70, 25-29 (2016).
Classification: F33 F43 D43
2
Where does the “carry over" come from? Representing the multiplication of natural numbers in different ways. (Woher kommt das “eins gemerkt"? Multiplikation natürlicher Zahlen auf verschiedene Weise darstellen.) (German)
Mathematik 5 bis 10 36, 6-9 (2016).
Classification: F33 D83
3
Children’s multiplication and division shortcuts: increasing shortcut use depends on how the shortcuts are evaluated. (English)
Learn. Individ. Differ. 49, 297-304 (2016).
Classification: F33 C33
4
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
5
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
6
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
7
Finding Erik and Alva: uncovering students who reason additively when multiplying. (English)
Nord. Mat.didakt. 21, No. 2, 69-88 (2016).
Classification: F33 E53
8
Training a pupil with dyspraxia in basic arithmetic skills. (Trening osnovnih aritmetičnih veščin pri učencu z dispraksijo.) (Slovenian. English summary)
Mat. Šoli 22, No. 1-2, 24-32 (2016).
Classification: C93 C43 D73 F33 U63
9
Sugar-sweet maths experiments. Taster stations for the open day. (Zuckersüße Mathe-Experimente. Schnupper-Stationen für den Tag der offenen Tür.) (German)
Mathematik 5 bis 10 34, 14-15 (2016).
Classification: D43 D83 F33 U93
10
Records and other large numbers. Task cards on calculations and estimations with large numbers. (Rekorde und andere große Zahlen. Arbeitskarten zum Rechnen mit und Schätzen von großen Zahlen.) (German)
Mathematik 5 bis 10 34, 10-13 (2016).
Classification: D43 D83 F33
11
Corrigendum to: “Non-formal mechanisms in mathematical cognitive development: the case of arithmetic”. (English)
Cognition 151, 113 (2016).
Classification: F32 F33 C32 C33
12
Non-formal mechanisms in mathematical cognitive development: the case of arithmetic. (English)
Cognition 149, 40-55 (2016); corrigendum ibid. 151, 131 (2016).
Classification: F32 F33 C32 C33
13
Solution strategies and adaptivity in multidigit division in a choice/no-choice experiment: student and instructional factors. (English)
Learn. Instr. 41, 52-59 (2016).
Classification: F33 F43 D53
14
Number triangles and number tetrahedrons. Discovering and developing Pascal’s triangle. (Zalendreiecke und -tetraeder. Das Pascalsche Dreieck entdecken und weiterentwickeln.) (German)
Math. Lehren 32, No. 193, 14-18 (2015).
Classification: F33 D83 Reviewer: Renate Stürmer (Zweibrücken)
15
Division quilts: a measurement model. (English)
Teach. Child. Math. 22, No. 2, 102-109 (2015).
Classification: F33
16
Not “just another brick in the wall”. (English)
Math. Teach. Middle Sch. 21, No. 2, 84-89 (2015).
Classification: F33 F43 H23
17
Flexible calculations ‒ a key competence. For success in mathematics education in lower secondary. (Flexibles Rechnen ‒ eine Schlüsselkompetenz. Für den Erfolg im Mathematikunterricht der Sekundarstufe I.) (German)
Lernchancen 18, No. 105-106, 28-34 (2015).
Classification: F33 F43 C33
18
Calculating with transitions. Speaking of arithmetic strategies and ensuring foundations. (Rechnen mit Übergängen. Über Rechenstrategien sprechen und Grundlagen sichern.) (German)
Math. Lehren 32, No. 192, 8-13 (2015).
Classification: F33 D43 Reviewer: Renate Stürmer (Zweibrücken)
19
Good start in the secondary level. Diagnosis and support of arithmetic basic competencies in grade 5. (Guter Start in die Sekundarstufe. Lernstand 5 in Baden-Württemberg: Diagnose und Förderung arithmetischer Basiskompetenzen.) (German)
Math. Lehren 32, No. 192, 14-17 (2015).
Classification: D73 F33 Reviewer: Renate Stürmer (Zweibrücken)
20
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