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An examination of children’s learning progression shifts while using touch screen virtual manipulative mathematics apps. (English)
Comput. Hum. Behav. 64, 814-828 (2016).
Classification: U51 U52 C31 C32 U71 U72
1
The benefits of computer-generated feedback for mathematics problem solving. (English)
J. Exp. Child Psychol. 147, 140-151 (2016).
Classification: F32 U52 D62 U72 C32
2
Understanding the relationships between interest in online math games and academic performance. (English)
J. Comput. Assist. Learn. 31, No. 3, 254-267 (2015).
Classification: U52 C22 A22 C32 R82
3
Analyzing trends in pen computing among K‒2 students through Flashcards application. (English)
Hammond, Tracy (ed.) et al., The impact of pen and touch technology on education. Cham: Springer (ISBN 978-3-319-15593-7/hbk; 978-3-319-15594-4/ebook). Human-Computer Interaction Series, 259-265 (2015).
Classification: U71 U72 U51 U52 F31 F32
4
Creative digital mathematics: ICT and creativity in the mathematics classroom. (English)
Prim. Math. 19, No. 1, 29-32 (2015).
Classification: U72 U52 D42
5
Young children’s learning performance and efficiency when using virtual manipulative mathematics iPad apps. (English)
J. Comput. Math. Sci. Teach. 34, No. 1, 41-69 (2015).
Classification: U51 U52 U71 U72 C31 C32
6
A comparative analysis of interactive arithmetic learning in the classroom and computer lab. (English)
Comput. Hum. Behav. 43, 183-188 (2015).
Classification: U52 U72 F32 D42
7
The impact of highly and minimally guided discovery instruction on promoting the learning of reasoning strategies for basic add-1 and doubles combinations. (English)
Early Child. Res. Q. 30, Part A, 93-105 (2015).
Classification: F31 F32 D31 D32 D41 D42 U51 U52
8
Cloning, sorting, discovering. Number houses on an interactive whiteboard. (Klonen, sortieren, entdecken. Zahlenhäuser am interaktiven Whiteboard.) (German)
Grundsch. Math. 43, 10-13 (2014).
Classification: U72 U52 C32 U82 F32 D42
9
Enactive, iconic, symbolic ‒ this and much more! Representation forms and their links in digital media. (Enaktiv, ikonisch, symbolisch ‒ das und noch viel mehr! Repräsentationsformen und ihre Verknüpfung in digitalen Medien.) (German)
Grundsch. Math. 43, 6-9 (2014).
Classification: U72 U52 C32 F22 F32
10
Measuring cognitive load in practicing arithmetic using educational video games on a shared display. (English)
Comput. Hum. Behav. 41, 351-356 (2014).
Classification: U52 U72 F32 C32
11
Integrating intuitive and novel grounded concepts in a dynamic geometry learning environment. (English)
Comput. Educ. (Exeter) 72, 231-248 (2014).
Classification: U72 U52 G42 C32 D32
12
The WebQuest model effects on mathematics curriculum learning in elementary school students. (English)
Comput. Educ. (Exeter) 72, 158-166 (2014).
Classification: U52 U53 U72 U73 F82 F83 D32 D33
13
Investigating the mathematical discourse of young learners involved in multi-modal mathematical investigations: the case of haptic technologies. (English)
Martinovic, Dragana (ed.) et al., Visual mathematics and cyberlearning. Dordrecht: Springer (ISBN 978-94-007-2320-7/hbk; 978-94-007-2321-4/ebook). Mathematics Education in the Digital Era 1, 97-118 (2013).
Classification: U52 U72 G42 R22
14
Primary school students’ strategies in early algebra problem solving supported by an online game. (English)
Educ. Stud. Math. 84, No. 3, 281-307 (2013).
Classification: D52 D53 F92 F93 U52 U53 U72 U73
15
Sensuous cognition. (English)
Martinovic, Dragana (ed.) et al., Visual mathematics and cyberlearning. Dordrecht: Springer (ISBN 978-94-007-2320-7/hbk; 978-94-007-2321-4/ebook). Mathematics Education in the Digital Era 1, 141-162 (2013).
Classification: C32 H22 U52
16
A framework for examining technologies and early mathematics learning. (English)
English, Lyn D (ed.) et al., Reconceptualizing early mathematics learning. Dordrecht: Springer (ISBN 978-94-007-6439-2/hbk; 978-94-007-6440-8/ebook). Advances in Mathematics Education, 205-226 (2013).
Classification: U51 U52 U71 U72 R21 R22
17
Cognitive guidelines for the design and evaluation of early mathematics software: the example of MathemAntics. (English)
English, Lyn D (ed.) et al., Reconceptualizing early mathematics learning. Dordrecht: Springer (ISBN 978-94-007-6439-2/hbk; 978-94-007-6440-8/ebook). Advances in Mathematics Education, 83-120 (2013).
Classification: C31 C32 R21 R22 U51 U52
18
Modeling as a means for making powerful ideas accessible to children at an early age. (English)
Hegedus, Stephen J. (ed.) et al., The SimCalc vision and contributions. Democratizing access to important mathematics. Dordrecht: Springer (ISBN 978-94-007-5695-3/hbk; 978-94-007-5696-0/ebook). Advances in Mathematics Education, 419-436 (2013).
Classification: U52 M12 C32
19
Mathematical modeling with SimCalc: enhancing students’ complex problem solving skills using a modeling approach. (English)
Hegedus, Stephen J. (ed.) et al., The SimCalc vision and contributions. Democratizing access to important mathematics. Dordrecht: Springer (ISBN 978-94-007-5695-3/hbk; 978-94-007-5696-0/ebook). Advances in Mathematics Education, 363-381 (2013).
Classification: U52 M52 D52
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