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Result 1 to 20 of 77 total

Longitudinal study of low and high achievers in early mathematics. (English)
Br. J. Educ. Psychol. 82, No. 1, 28-41 (2012).
Classification: D72
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1
Can we predict mathematical learning disabilities from symbolic and non-symbolic comparison tasks in kindergarten? Findings from a longitudinal study. (English)
Br. J. Educ. Psychol. 82, No. 1, 64-81 (2012).
Classification: D71 D72
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2
Cognitive correlates of performance in advanced mathematics. (English)
Br. J. Educ. Psychol. 82, No. 1, 157-181 (2012).
Classification: C34 C35 C84 C85
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3
The development of executive functions and early mathematics: a dynamic relationship. (English)
Br. J. Educ. Psychol. 82, No. 1, 100-119 (2012).
Classification: C32
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4
The relative importance of two different mathematical abilities to mathematical achievement. (English)
Br. J. Educ. Psychol. 82, No. 1, 136-156 (2012).
Classification: C30 C80
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5
Self-regulated learning of basic arithmetic skills: a longitudinal study. (English)
Br. J. Educ. Psychol. 81, No. 4, 558-578 (2011).
Classification: C32 C72 D52 F32
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6
Teachers’ use of fear appeals in the mathematics classroom: worrying or motivating students? (English)
Br. J. Educ. Psychol. 81, No. 3, 456-474 (2011).
Classification: C23 C24 C73 C74
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7
Realizing the cognitive potential of children 5‒7 with a mathematics focus: Post-test and long-term effects of a 2-year intervention. (English)
Br. J. Educ. Psychol. 80, No. 3, 363-379 (2010).
Classification: C32
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8
Iterating between lessons on concepts and procedures can improve mathematics knowledge. (English)
Br. J. Educ. Psychol. 79, No. 3, 483-500 (2009).
Classification: C73 U53
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9
Working memory as a predictor of written arithmetical skills in children: the importance of central executive functions. (English)
Br. J. Educ. Psychol. 78, No. 2, 181-203 (2008).
Classification: C32 C82
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10
Changes in high-school students’ competence beliefs, utility value and achievement goals in mathematics. (English)
Br. J. Educ. Psychol. 78, No. 1, 31-50 (2008).
Classification: C23 C24
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11
Pupils’ over-reliance on linearity: a scholastic effect? (English)
Br. J. Educ. Psychol. 77, No. 2, 307-321 (2007).
Classification: F93 C33 D53
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12
Influence of situational and conceptual rewording on word problem solving. (English)
Br. J. Educ. Psychol. 77, No. 4, 829-848 (2007).
Classification: F92 F93 D52 D53
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13
Arithmetic problems at school: When there is an apparent contradiction between the situation model and the problem model. (English)
Br. J. Educ. Psychol. 77, No. 1, 69-80 (2007).
Classification: F92 D52
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14
Cooperative learning in third graders’ jigsaw groups for mathematics and science with and without questioning training. (English)
Br. J. Educ. Psychol. 77, No. 4, 755-771 (2007).
Classification: C72 M12
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15
Relations among competence beliefs, utility value, achievement goals, and effort in mathematics. (English)
Br. J. Educ. Psychol. 77, No. 3, 501-517 (2007).
Classification: C23 C24 D63 D64 C73 C74
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16
Individual differences in children’s understanding of inversion and arithmetical skill. (English)
Br. J. Educ. Psychol. 76, No. 2, 309-331 (2006).
Classification: F92 D52
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17
Development dynamics between mathematical performance, task motivation, and teachers’ goals during the transition to primary school. (English)
Br. J. Educ. Psychol. 76, No. 1, 21-40 (2006).
Classification: C32 C22 D32
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18
Cognitive skills in mathematical problem solving in grade 3. (English)
Br. J. Educ. Psychol. 75, No. 1, 119-138 (2005).
Classification: C32 D52
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19
Does the cue help? Children’s understanding of multiplicative concepts in different problem contexts. (English)
Br. J. Educ. Psychol. 74, No. 4, 515-532 (2004).
Classification: F32 D52
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20
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Result 1 to 20 of 77 total

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