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Result 21 to 40 of 52 total

Effective mathematics strategies for pre-school children with autism. (English)
Aust. Prim. Math. Classr. 17, No. 2, 25-30 (2012).
Classification: C90 C40
21
Prior skills of preschoolers as predictors of school ability, dyscalculia, and dyslexica and dysgraphica. Diagnosis, relations, and development at school entrance. (Vorläuferfertigkeiten im Vorschulalter zur Vorhersage der Schulfähigkeit, späterer Rechenschwäche und Lese- und Rechtschreibschwäche. Diagnostik, Zusammenhänge und Entwicklung in Anbetracht der bevorstehenden Einschulung.) (German)
Schriften zur Pädagogischen Psychologie 48. Hamburg: Dr. Kovac (ISBN 978-3-8300-5431-3). 414~p. (2011).
Classification: D71 D72
22
Views upon the development of mathematical thinking of preschool children. (Pogledi na razvoj matematičnega mišljenja predšolskega otroka.) (Slovenian. English summary)
Mat. Šoli 17, No. 3-4, 6-11 (2011).
Classification: C31
23
Number relationships in preschool. (English)
Teach. Child. Math. 17, No. 9, 550-557 (2011).
Classification: F21
24
Assessing the development of preschoolers’ mathematical patterning. (English)
J. Res. Math. Educ. 42, No. 3, 237-268 (2011).
Classification: C31 F21
25
Numerical estimation in preschoolers. (English)
Dev. Psychol. 46, No. 2, 545-551 (2010).
Classification: F21 F22 C61 C62
26
What counts in the development of young children’s number knowledge? (English)
Dev. Psychol. 46, No. 5, 1309-1319 (2010).
Classification: C31 C61
27
Teaching early mathematics “smarter not harder": using open-ended tasks to build models and construct patterns. (English)
Aust. Prim. Math. Classr. 15, No. 3, 4-9 (2010).
Classification: D51 D52 D41 D42
28
Robotic toys as a catalyst for mathematical problem solving. (English)
Aust. Prim. Math. Classr. 15, No. 2, 22-27 (2010).
Classification: U61 U62
29
Sand and water table play. (English)
Teach. Child. Math. 16, No. 7, 394-399 (2010).
Classification: U61 U62
30
Rachel measures. (English)
Math. Teach. (Derby) 2010, No. 217, 16-17 (2010).
Classification: F71 F72
31
Basic cognitive skills and their influence on achievement in spelling and arithmetic. (Kognitive Basiskompetenzen und ihr Einfluss auf die Rechtschreib- und Rechenleistung.) (German)
Z. Entwicklungspsychol. Pädagog. Psychol. 42, No. 1, 15-25 (2010).
Classification: C32 C42
32
Enumeration and organization in nursery schools. (Enumerazione e organizzazione nella scuola dell’infanzia.) (Italian. English summary)
Boll. Docenti Mat., No. 59, 87-104 (2009).
Classification: F21 C31 C41 D21
33
Gender and mathematics at play: parents’ constructions of their preschoolers mathematical capabilities. (English)
Investig. Math. Learn. 2, No. 1, 1-25 (2009).
Classification: C61 D21
34
Young children’s learning with digital media. (English)
Comput. Sch. 26, No. 4, 271-283 (2009).
Classification: C31 R21 U51 D31
35
Mathematical learning in a context of play. (English)
Eur. Early Child. Educ. Res. J. 17, No. 3, 325-341 (2009).
Classification: U61 C31
36
Preschoolers’ nonsymbolic arithmetic with large sets: is addition more accurate than subtraction? (English)
J. Exp. Child Psychol. 103, No. 4, Special issue: typical development of numerical cognition, 409-420 (2009).
Classification: F21 C31
37
The factors related to preschool children and their mothers on children’s intuitional mathematics abilities. (English)
Int. J. Sci. Math. Educ. 7, No. 3, 533-549 (2009).
Classification: C61 C41 D61
38
Preschoolers’ understanding of subtraction-related principles. (English)
Math. Think. Learn. 11, No. 1-2, 41-60 (2009).
Classification: F31 F32 C31 C32
39
Patterns of individual differences in conceptual understanding and arithmetical skill: A meta-analysis. (English)
Math. Think. Learn. 11, No. 1-2, 25-40 (2009).
Classification: C32 C62 F32
40

Result 21 to 40 of 52 total

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