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Result 1 to 20 of 1276 total

A dissociation between small and large numbers in young children’s ability to “solve for $x$” in non-symbolic math problems. (English)
Cognition 160, 82-90 (2017).
Classification: H31 F31 F21
1
Fluid reasoning predicts future mathematical performance among children and adolescents. (English)
J. Exp. Child Psychol. 157, 125-143 (2017).
Classification: C30 C40
2
Developmental trajectories of calculation and word problem solving from third to fifth grade. (English)
Learn. Individ. Differ. 49, 151-161 (2016).
Classification: F32 F92 C32 C42 F33 F93 C33 C43
3
Age-related differences in children’s strategy repetition: a study in arithmetic. (English)
J. Exp. Child Psychol. 150, 227-240 (2016).
Classification: F32 F33 N22 N23 C32 C33
4
Tracking nursery children’s counting. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 3. Proceedings of the day conference, University of Reading, UK, November 7, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 55-60 (2016).
Classification: F21 C51 C31
5
Individual differences in the components of children’s and adults’ information processing for simple symbolic and non-symbolic numeric decisions. (English)
J. Exp. Child Psychol. 150, 48-71 (2016).
Classification: F20 F30 C30 C40
6
Non-formal mechanisms in mathematical cognitive development: the case of arithmetic. (English)
Cognition 149, 40-55 (2016); corrigendum ibid. 151, 131 (2016).
Classification: F32 F33 C32 C33
7
Free versus anchored numerical estimation: a unified approach. (English)
Cognition 149, 11-17 (2016).
Classification: F22 F32 C32
8
Associations of teacher-rated social, emotional, and cognitive development in kindergarten to self-reported wellbeing, peer relations, and academic test scores in middle childhood. (English)
Early Child. Res. Q. 35, 76-84 (2016).
Classification: C32 C42 C22 C62 C41 C31 C61 C21 C71
9
Non-symbolic division in childhood. (English)
J. Exp. Child Psychol. 142, 66-82 (2016).
Classification: F21 F31 C31 C41
10
Tools for promoting the cognitive development of blind and visually impaired children. (Pripomočki za spodbujanje kognitivnega razvoja pri slepih in slabovidnih otrocih.) (Slovenian. English summary)
Mat. Šoli 21, No. 3-4, 44-55 (2015).
Classification: C40 C90 U60
11
Mathematical modelling tasks and the mathematical thinking of students. (English)
Stillman, Gloria Ann (ed.) et al., Mathematical modelling in education research and practice. Cultural, social and cognitive influences. Cham: Springer (ISBN 978-3-319-18271-1/hbk; 978-3-319-18272-8/ebook). International Perspectives on the Teaching and Learning of Mathematical Modelling, 219-228 (2015).
Classification: M19 C39 D39
12
Analysing problem-solving processes with the help of solution graphs and refined Pólya’s phases. (Analyse von Problemlöseprozessen mit Hilfe von Lösungsgraphen und verfeinerten Pólya-Phasen.) (German)
Kuzle, Ana (ed.) et al., Problemlösen ‒ gestalten und beforschen. Tagungsband der Herbsttagung des GDM-Arbeitskreises Problemlösen in Münster 2014. Münster: WTM-Verlag (ISBN 978-3-942197-75-5/pbk; 978-3-942197-87-8/ebook). Ars Inveniendi et Dejudicandi 4, 93-129 (2015).
Classification: D50 C30
13
Why is number word learning hard? Evidence from bilingual learners. (English)
Cogn. Psychol. 83, 1-21 (2015).
Classification: C51 F21 D71
14
How numbers take effect in mind. Characteristics of effective number concepts. (Wie die Zahlen im Kopf wirksam werden. Merkmale tragfähiger Zahlvorstellungen.) (German)
Grundsch. Math. 44, 4-5 (2015).
Classification: F20 C30 C50 D70
15
I have a child with autism\dots. (English)
Equals, Anniversary Edition, 29-32 (2014).
Classification: C90 C40
16
The relation between spatial thinking and proportional reasoning in preschoolers. (English)
J. Exp. Child Psychol. 132, 213-220 (2015).
Classification: F81 C31 G21
17
(Re)discovering SoTL through a fundamental challenge: helping students transition to college calculus. (English)
Dewar, Jacqueline M. (ed.) et al., Doing the scholarship of teaching and learning in mathematics. Washington, DC: The Mathematical Association of America (MAA) (ISBN 978-0-88385-193-7/pbk; 978-1-61444-318-6/ebook). MAA Notes 83, 59-65 (2015).
Classification: D20 D45 I15
18
Resources for pursuing SoTL and going public. (English)
Dewar, Jacqueline M. (ed.) et al., Doing the scholarship of teaching and learning in mathematics. Washington, DC: The Mathematical Association of America (MAA) (ISBN 978-0-88385-193-7/pbk; 978-1-61444-318-6/ebook). MAA Notes 83, 45-48 (2015).
Classification: D20 D45 C15
19
Gathering and analyzing evidence. (English)
Dewar, Jacqueline M. (ed.) et al., Doing the scholarship of teaching and learning in mathematics. Washington, DC: The Mathematical Association of America (MAA) (ISBN 978-0-88385-193-7/pbk; 978-1-61444-318-6/ebook). MAA Notes 83, 19-44 (2015).
Classification: D20 D45 C15
20
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