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Result 41 to 60 of 3091 total

Math self-concept in preschool children: structure, achievement relations, and generalizability across gender. (English)
Early Child. Res. Q. 36, 391-403 (2016).
Classification: C21 C31 C61
41
Beyond math anxiety: positive emotions predict mathematics achievement, self-regulation, and self-efficacy. (English)
Asia-Pac. Educ. Res. 25, No. 3, 415-422 (2016).
Classification: C20 C30
42
Mathletics from 3P Learning supports effective differentiation and promotes ‘a frenzy of learning’ in the classroom. (English)
Equals 21, No. 1, 20-22 (2016).
Classification: U70 B50
43
Intelligent tutoring systems work as a math gap reducer in 6th grade after-school program. (English)
Learn. Individ. Differ. 47, 258-265 (2016).
Classification: U53 U73 C33 B63
44
Explaining the relationship between number line estimation and mathematical achievement: the role of visuomotor integration and visuospatial skills. (English)
J. Exp. Child Psychol. 145, 22-33 (2016).
Classification: F32 C32 C42
45
Effects of the application of finding errors in the learning of figure. (Korean. English summary)
J. Korean Soc. Math. Educ., Ser. C, Educ. Prim. Sch. Math. 19, No. 1, 31-45 (2016).
Classification: D70 G40 C30
46
Steps towards problem-solving. (Schritte zum Problemlösen.) (German)
PM Prax. Math. Sch. 58, No. 68, 2-8 (2016).
Classification: D53 G43 F63
47
How should this be assessed? The portfolio as an opportunity to assess achievement at learning stations. (Wie soll man das bewerten? Das Portfolio als Möglichkeit der Leistungsbewertung beim Stationenlernen.) (German)
Mathematik 5 bis 10 34, 24-25 (2016).
Classification: D43 D63 D83 H23 H33
48
Math’s talk. (English)
Equals 21, No. 1, 11-12 (2016).
Classification: C90 C70
49
Multidimensionality of parental involvement and children’s mathematics achievement in Taiwan: mediating effect of math self-efficacy. (English)
Learn. Individ. Differ. 47, 266-273 (2016).
Classification: C63 C33
50
Mathematics confidence, interest, and performance: examining gender patterns and reciprocal relations. (English)
Learn. Individ. Differ. 47, 182-193 (2016).
Classification: C62 C63 C22 C23 C32 C33
51
Parental involvement, child effort, and the development of immigrant boys’ and girls’ reading and mathematics skills: a latent difference score growth model. (English)
Learn. Individ. Differ. 47, 136-144 (2016).
Classification: C60 C30
52
Arithmetic, reading and writing performance has a strong genetic component: a study in primary school children. (English)
Learn. Individ. Differ. 47, 156-166 (2016).
Classification: C42 C43 C82 C83 C32 C33
53
Does amotivation matter more than motivation in predicting mathematics learning gains? A longitudinal study of sixth-grade students in France. (English)
Contemp. Educ. Psychol. 44-45, 41-53 (2016).
Classification: C23 C33
54
Mindset and standardized testing over time. (English)
Learn. Individ. Differ. 45, 208-213 (2016).
Classification: C22 C23 C32 C33
55
Mathematics attitudes and their unique contribution to achievement: going over and above cognitive ability and personality. (English)
Learn. Individ. Differ. 47, 70-79 (2016).
Classification: C20 C30 C40
56
The role of personal best (PB) goal setting in students’ academic achievement gains. (English)
Learn. Individ. Differ. 45, 222-227 (2016).
Classification: C20 C30
57
Effects of a tablet-based mathematics application for pre-school children. (English)
J. Comput. Math. Sci. Teach. 35, No. 1, 61-79 (2016).
Classification: U71 D31
58
Technology, active learning, and retention in general education mathematics. (English)
J. Comput. Math. Sci. Teach. 35, No. 1, 81-105 (2016).
Classification: U55 U75 D35
59
Nursing students’ experiences of learning numeracy for professional practice. (English)
Adults Learn. Math. 11, No. 1, 43-58, electronic only (2016).
Classification: M20 M65 M68 D38 D35 C28 C25
60

Result 41 to 60 of 3091 total

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