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How many jelly beans are in the jar? (English)
Math. Teach. Middle Sch. 21, No. 7, 424-430 (2016).
Classification: K43 D83 N23 U73
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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
2
1000! (1000!) (Dutch)
Euclides 91, No. 6, 28-29 (2016).
Classification: N20 U70 K20
3
Children’s use of number line estimation strategies. (English)
Eur. J. Psychol. Educ. 31, No. 2, 117-134 (2016).
Classification: F32 F22 N22
4
The square root of an integer is a fraction\dots. (De wortel uit een geheel getal is een breuk\dots.) (Dutch)
Euclides 91, No. 1, 31 (2015).
Classification: F50 U70 N20 D70
5
An experience with lesson study. Estimating and rough calculations. (Een ervaring met lesson study. Schatten en schattend rekenen.) (Dutch)
Euclides 90, No. 7, 20-23 (2015).
Classification: D49 N20 F30 B50
6
Weights right from the start. Spiral development of weight competencies in mathematics education. (Gewichte von Anfang an. Spiralförmiger Aufbau von Gewichtskompetenzen im Mathematikunterricht.) (German)
Math. Differ. 6, No. 4, 4-5 (2015).
Classification: F72 N22 C32 U62
7
Backward analysis explained with monthly payments. (English)
Am. Math. Mon. 122, No. 2, 91-120 (2015).
Classification: N25 M35 Reviewer: Liu Xinguo (Qingdao)
8
Real numbers and Microsoft Excel. (Reálne čisla a Microsoft Excel.) (Slovak. English summary)
Obz. mat. fyz. inform. 44, No. 1, 1-6 (2015).
Classification: N20
9
Passed the seeing-quickly driver license! Observing and assessing the quick detection of quantities. (Blitzseh-Führerschein bestanden! Das schnelle Erfassen von Anzahlen beobachten und beurteilen.) (German)
Grundsch. Math. 44, 36-39 (2015).
Classification: F22 U62 N22 C32
10
One million grains of rice. Developing the conception of sets up to one million. (Eine Million Reiskörner. Mengenvorstellungen von einer Million entwickeln.) (German)
Grundsch. Math. 44, 24-27 (2015).
Classification: F22 N22 F32 C32 U62
11
Diagnosing student errors in e-assessment questions. (English)
Teach. Math. Appl. 34, No. 3, 160-170 (2015).
Classification: D75 D65 U75 F55 N25 I75
12
On the role of inconceivable magnitude estimation problems to improve critical thinking. (English)
Gellert, Uwe (ed.) et al., Educational paths to mathematics. A C.I.E.A.E.M. sourcebook. Collected papers based on the presentations at the 63rd and 64th conference, Barcelona, Spain, summer 2011 and Rhodes, Greece, summer 2012. Cham: Springer (ISBN 978-3-319-15409-1/hbk; 978-3-319-15410-7/ebook). Advances in Mathematics Education, 263-277 (2015).
Classification: D53 M13 N23
13
Modeling the approximate number system to quantify the contribution of visual stimulus features. (English)
Cognition 142, 247-265 (2015).
Classification: F20 C30 N20
14
A simple stopping criterion for one-dimensional iterative methods. (English)
Math. Comput. Educ. 49, No. 1, 47-63 (2015).
Classification: N20 N30 N40
15
How good can you estimate? An assessment after four years of primary school. (Wie gut kannst du schätzen? Eine Lernstandsermittlung nach vier Jahren Grundschulunterricht.) (German)
Grundsch.unterr., Math. 62, No. 2, 9-13 (2015).
Classification: F72 N22
16
“Because, you can calculate better in this way!". (“Weil man da wieder besser rechnen kann!".) (German)
Grundschulzeitschrift 28, No. 280, 50-53 (2014).
Classification: F32 N22 F72 M92
17
Estimating as strategy. Open problems in mathematics instruction. (Schätzen als Strategie. Offene Aufgabenstellungen im Mathematikunterricht.) (German)
Schulmag. 5-10 82, No. 12, 27-32 (2014).
Classification: G33 N23
18
Why do some students have poor estimation skills? (English)
Math. Teach. (Derby) 242, 31-32 (2014).
Classification: N20 F30 D30 C40 D70
19
Investigating children’s ability to solve measurement estimation problems. (English)
Oesterle, Susan (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. 3. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-363-0/v.3). 353-360 (2014).
Classification: F72 F73 N22 N23 C42 C43
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