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Early geometrical thinking in the environment of patterns, mosaics and Isometries. (English)
ICME-13 Topical Surveys. Cham: Springer (ISBN 978-3-319-44271-6/pbk; 978-3-319-44272-3/ebook). vii, 50~p. open access (2016).
Classification: G21 C31
1
Geometric toys in the attic? A corpus analysis of early exposure to geometric shapes. (English)
Early Child. Res. Q. 36, 358-365 (2016).
Classification: G21 U61 C31
2
Mathematical patterning activities in the early grades. (English)
Ohio J. Sch. Math. 73, 37-42 (2016).
Classification: F21 G21 C31
3
Fostering early mathematical competencies. An intervention study on the effects of different intervention concepts. (Förderung früher mathematischer Kompetenzen. Eine Interventionsstudie zu den Effekten unterschiedlicher Förderkonzepte.) (German)
Empirische Studien zur Didaktik der Mathematik 26. Münster: Waxmann (ISBN 978-3-8309-3423-3/pbk). 292~p. (2016).
Classification: C91 F21 G21 C31
4
Developing a mathematically rich environment for 3-year-old children: the case of geometry. (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). 325-340 (2016).
Classification: G21 D31 D41
5
Playing with patterns: conclusions from a learning study with toddlers. (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). 269-287 (2016).
Classification: C31 U61 G21
6
Children’s play as a starting point for teaching shapes and patterns in the preschool. (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). 223-234 (2016).
Classification: C71 C31 D41 G21
7
“Similar and equal\dots”: mathematically creative reflections about solids of children with different attachment patterns. (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). 203-221 (2016).
Classification: C31 G21
8
Reasoning of pre-school children about the position and the design of shapes. (Uvažovanie detí predškolského veku o polohe a tvare rovinných útvarov.) (Slovak. English summary)
Stud. Sci. Fac. Paedagog. 15, No. 4, 168-178 (2016).
Classification: C31 G21 D71 U61
9
Creating cube nets by using educational tools in pre-school. (English)
Int. J. Math. Teach. Learn. 2015, 24 p. (2015).
Classification: G42 G21 U61
10
Encouraging visual perception. (Die visuelle Wahrnehmung fördern.) (German)
Grundschulzeitschrift 29, No. 281, 50-53 (2015).
Classification: G21 G22 G41 G42 U61 U62
11
Working together with equilateral triangles. (Mit gleichseitigen Dreiecken gemeinsam arbeiten.) (German)
Grundschulzeitschrift 29, No. 281, 46-49 (2015).
Classification: G21 G22 U61 U62
12
Building, drawing, playing. (Bauen, Zeichnen, Spielen.) (German)
Grundschulzeitschrift 29, No. 281, 42-45 (2015).
Classification: G21 G22 U61 U62
13
Individual differences in children’s approximations of area correlate with competence in basic geometry. (English)
Learn. Individ. Differ. 44, 16-24 (2015).
Classification: G21 C31 C41
14
Identifying differences in early mathematical skills among children in head start. (English)
Int. J. Sci. Math. Educ. 13, No. 6, 1403-1423 (2015).
Classification: C41 D71 F21 G21
15
Geometry in the early years: a commentary. (English)
ZDM, Math. Educ. 47, No. 3, 519-529 (2015).
Classification: G22 G21 G42 G41 C32 C31 D20
16
Geometry in early years: sowing seeds for a mathematical definition of squares and rectangles. (English)
ZDM, Math. Educ. 47, No. 3, 391-405 (2015).
Classification: G21 U61
17
Adapting Japanese lesson study to enhance the teaching and learning of geometry and spatial reasoning in early years classrooms: a case study. (English)
ZDM, Math. Educ. 47, No. 3, 377-390 (2015).
Classification: G21 G41 C71
18
Kindergartners’ performance in two types of imaginary perspective-taking. (English)
ZDM, Math. Educ. 47, No. 3, 345-362 (2015).
Classification: G21 C31 C41
19
The role of 2D and 3D mental rotation in mathematics for young children: what is it? Why does it matter? And what can we do about it? (English)
ZDM, Math. Educ. 47, No. 3, 331-343 (2015).
Classification: G21 G22 C31 C32
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