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Result 1 to 20 of 265 total

Children’s understanding of the commutativity and complement principles: a latent profile analysis. (English)
Learn. Instr. 47, 65-79 (2017).
Classification: F31 C31
1
Expertise, inhibitory control and arithmetic word problems: a negative priming study in mathematics experts. (English)
Learn. Instr. 45, 40-48 (2016).
Classification: F90 C30
2
Enhancing arithmetic in pre-schoolers with comparison or number line estimation training: does it matter? (English)
Learn. Instr. 46, 1-11 (2016).
Classification: F21 F31 D31
3
Elementary mathematics teachers’ judgment accuracy and calibration accuracy: do they predict students’ mathematics achievement outcomes? (English)
Learn. Instr. 45, 49-60 (2016).
Classification: C49 D40 D60 C70 C30 D50
4
Gendered pathways to educational aspirations: the role of academic self-concept, school burnout, achievement and interest in mathematics and reading. (English)
Learn. Instr. 46, 21-33 (2016).
Classification: C23 C63 C33
5
Schema-based instruction: effects of experienced and novice teacher implementers on seventh grade students’ proportional problem solving. (English)
Learn. Instr. 44, 53-64 (2016).
Classification: C73 D43 D53 F83
6
The power of emotions: can enjoyment and boredom explain the impact of individual preconditions and teaching methods on interest and performance in mathematics? (English)
Learn. Instr. 44, 117-127 (2016).
Classification: C23 C33 D53
7
Solving arithmetic problems in first and second language: does the language context matter? (English)
Learn. Instr. 42, 72-82 (2016).
Classification: F90 C50 D50
8
Relationship between single digit addition strategies and working memory reflects general reasoning sophistication. (English)
Learn. Instr. 42, 113-122 (2016).
Classification: F32 C32
9
Engagement as an inherent aspect of the learning process. (English)
Learn. Instr. 43, 76-83 (2016).
Classification: D20 C20
10
Stigma and stratification limiting the math course progression of adolescents labeled with a learning disability. (English)
Learn. Instr. 42, 47-57 (2016).
Classification: C40 C26 C76 D70
11
How do types of interaction and phases of self-regulated learning set a stage for collaborative engagement? (English)
Learn. Instr. 43, 39-51 (2016).
Classification: C29 C79 C39
12
The math and science engagement scales: scale development, validation, and psychometric properties. (English)
Learn. Instr. 43, 16-26 (2016).
Classification: C20 D20
13
Using qualitative methods to develop a survey measure of math and science engagement. (English)
Learn. Instr. 43, 5-15 (2016).
Classification: C20 D20
14
Student engagement, context, and adjustment: addressing definitional, measurement, and methodological issues. (English)
Learn. Instr. 43, 1-4 (2016).
Classification: A60 C20
15
Consistent advantages of contrasted comparisons: algebra learning under direct instruction. (English)
Learn. Instr. 41, 41-51 (2016).
Classification: H23 D43
16
Solution strategies and adaptivity in multidigit division in a choice/no-choice experiment: student and instructional factors. (English)
Learn. Instr. 41, 52-59 (2016).
Classification: F33 F43 D53
17
Moderating effects of executive functions and the teacher-child relationship on the development of mathematics ability in kindergarten. (English)
Learn. Instr. 41, 85-93 (2016).
Classification: C71 C41 C31
18
Intraindividual relations between achievement goals and discrete achievement emotions: an experience sampling approach. (English)
Learn. Instr. 41, 115-125 (2016).
Classification: C33 C23
19
Cognition and classroom quality as predictors of math achievement in the kindergarten year. (English)
Learn. Instr. 41, 32-40 (2016).
Classification: C31 C41 C71
20
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Result 1 to 20 of 265 total

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