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Result 1 to 20 of 137 total

Participatory design research as a practice for systemic repair: doing hand-in-hand math research with families. (English)
Cogn. Instr. 34, No. 3, 222-235 (2016).
Classification: D20 C60
1
The effects of physical manipulatives on children’s numerical strategies. (English)
Cogn. Instr. 34, No. 1, 27-50 (2016).
Classification: U61 U62 F32 F31 F21 F22
2
Teaching mathematics for spatial justice: an investigation of the lottery. (English)
Cogn. Instr. 34, No. 1, 1-26 (2016).
Classification: D30 K50 K20 C60
3
Linking gestures: cross-cultural variation during instructional analogies. (English)
Cogn. Instr. 33, No. 4, 295-321 (2015).
Classification: C53 C73
4
Learning to “see” less than nothing: putting perceptual skills to work for learning numerical structure. (English)
Cogn. Instr. 33, No. 2, 154-197 (2015).
Classification: F42
5
From number lines to graphs in the coordinate plane: investigating problem solving across mathematical representations. (English)
Cogn. Instr. 33, No. 1, 46-87 (2015).
Classification: D53 F33 I23 C33
6
Teachers’ and students’ negotiation moves when teachers scaffold group work. (English)
Cogn. Instr. 33, No. 1, 1-45 (2015).
Classification: C50 C70 D40
7
Do first graders make efficient use of external number representations? The case of the twenty-frame. (English)
Cogn. Instr. 32, No. 4, 353-373 (2014).
Classification: F32 C32 U62
8
The role of instructional engineering in reducing the uncertainties of ambitious teaching. (English)
Cogn. Instr. 32, No. 4, 374-415 (2014).
Classification: D40 D50
9
Spontaneous focusing on quantitative relations in the development of children’s fraction knowledge. (English)
Cogn. Instr. 32, No. 2, 198-218 (2014).
Classification: F41 F42 C31 C32
10
Fostering first graders’ fluency with basic subtraction and larger addition combinations via computer-assisted instruction. (English)
Cogn. Instr. 32, No. 2, 159-197 (2014).
Classification: F32 U72
11
Relations of instructional tasks to teacher-student discourse in mathematics classrooms of Chinese primary schools. (English)
Cogn. Instr. 32, No. 1, 2-43 (2014).
Classification: C73 D53
12
How teachers link ideas in mathematics instruction using speech and gesture: a corpus analysis. (English)
Cogn. Instr. 32, No. 1, 65-100 (2014).
Classification: C59
13
How children determine the size of 3D structures: investigating factors influencing strategy choice. (English)
Cogn. Instr. 31, No. 1, 29-61 (2013).
Classification: G33 D53
14
Curricular treatments of length measurement in the United States: do they address known learning challenges? (English)
Cogn. Instr. 31, No. 4, 388-433 (2013).
Classification: G31 G32 D31 D32 D71 D72
15
The effects of presenting multidigit mathematics problems in a realistic context on sixth graders’ problem solving. (English)
Cogn. Instr. 31, No. 3, 314-344 (2013).
Classification: F93 D53 M13
16
Supporting students’ constructions of the splitting operation. (English)
Cogn. Instr. 31, No. 1, 2-28 (2013).
Classification: F40 C30
17
An oral proof in a geometry class: how linguistic tools can help map the content of a proof. (English)
Cogn. Instr. 31, No. 3, 271-313 (2013).
Classification: E50 C50 G40
18
Is the role of equations in the doing of word problems in school algebra changing? Initial indications from teacher study groups. (English)
Cogn. Instr. 30, No. 1, 1-38 (2012).
Classification: F90 H30 C70 D40
19
Fostering at-risk kindergarten children’s number sense. (English)
Cogn. Instr. 30, No. 4, 435-470 (2012).
Classification: F21 F31 D31 U71
20
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Result 1 to 20 of 137 total

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