The relationship between equivalence and equality in a nonsymbolic context with regard to algebraic thinking in young children. (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). 309-324 (2016).

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Influence of early repeating patterning ability on school mathematics learning. (English)

Liljedahl, Peter (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education “Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol. 4. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-364-7/v.4). 137-144 (2014).

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Promoting repeating patterns with young children‒more than just alternating colours! (English)

Aust. Prim. Math. Classr. 12, No. 3, 8-13 (2007).

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Algebra in the pre-K‒2 curriculum? Billy goats and bears give us the answer. (English)

Teach. Child. Math. 12, No. 2, 100-104 (2005).

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Tracking primary students’ understanding of the equal sign. (English)

Johnsen Høines, Marit (ed.) et al., Proceedings of the 28th international conference of the International Group for the Psychology of Mathematics Education, PME 28, Bergen, Norway, July 14‒18, 2004. Bergen: Bergen University College. Part II, 415-422 (2004).

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What does algebraic thinking look like and sound like with preprimary children? (English)

Teach. Child. Math. 3, No. 6, 296-300 (1997).

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Pascal’s Triangle. (English)

Montessori Life 15, No. 2, 35-36 (2003).

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