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Result 1 to 20 of 257 total

Better together: multiple lines of evidence for a link between approximate and exact number representations: a reply to Merkley, Matejko, and Ansari. (English)
J. Exp. Child Psychol. 153, 168-172 (2017).
Classification: F21 C31 F31
1
Strong causal claims require strong evidence: a commentary on Wang and colleagues. (English)
J. Exp. Child Psychol. 153, 163-167 (2017).
Classification: F21 C31 F31
2
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
3
Examining the relationship between rapid automatized naming and arithmetic fluency in Chinese kindergarten children. (English)
J. Exp. Child Psychol. 154, 146-163 (2017).
Classification: F21 F31 C51 C31
4
Individual differences in nonverbal number skills predict math anxiety. (English)
Cognition 159, 156-162 (2017).
Classification: C20 F20 C30
5
Non-symbolic approximate arithmetic training improves math performance in preschoolers. (English)
J. Exp. Child Psychol. 152, 278-293 (2016).
Classification: F31 F21 C31 C51
6
The relation between ANS and symbolic arithmetic skills: the mediating role of number-numerosity mappings. (English)
Contemp. Educ. Psychol. 46, 208-217 (2016).
Classification: F21 F22 F31 F32 C31 C32
7
The precision of mapping between number words and the approximate number system predicts children’s formal math abilities. (English)
J. Exp. Child Psychol. 150, 207-226 (2016).
Classification: F21 C51 C41 C42 C31 C32
8
Kindergartners’ fluent processing of symbolic numerical magnitude is predicted by their cardinal knowledge and implicit understanding of arithmetic 2 years earlier. (English)
J. Exp. Child Psychol. 150, 31-47 (2016).
Classification: F21 F31
9
The comparison measurement theory and its application to basic research in didactics of mathematics. (Die Vergleichstheorie des Messens und ihre Anwendung in der mathematikdidaktischen Grundlagenforschung.) (German. English summary)
J. Math.-Didakt. 37, No. 1, 5-30 (2016).
Classification: F70 C30
10
Changing the precision of preschoolers’ approximate number system representations changes their symbolic math performance. (English)
J. Exp. Child Psychol. 147, 82-99 (2016).
Classification: F21 C31 F31
11
No evidence of learning in non-symbolic numerical tasks ‒ a comment on Park and Brannon (2014). (English)
Cognition 150, 243-247 (2016).
Classification: F20 F30 C30
12
Non-symbolic division in childhood. (English)
J. Exp. Child Psychol. 142, 66-82 (2016).
Classification: F21 F31 C31 C41
13
Mathematical-philosophical imaginary trips with Archimedes and Leibniz. Elementary school children face philosophical considerations of historical personalities. (Mathematisch-philosophische Gedankenreisen mit Archimedes und Leibniz. Grundschulkinder begegnen den philosophischen Überlegungen historischer Persönlichkeiten.) (German)
Sache Wort Zahl 43, No. 154, 43-51 (2015).
Classification: E22 A32 F22
14
Avoidable and unavoidable obstacles while learning arithmetic up to 100. (Vermeidbare und unvermeidbare Hürden beim Erlernen des Rechnens bis 100.) (German)
Steinweg, Anna Susanne (ed.), Entwicklung mathematischer Fähigkeiten von Kindern im Grundschulalter. Tagungsband des AK Grundschule in der GDM 2015. Bamberg: University of Bamberg Press (ISBN 978-3-86309-367-9/pbk; 978-3-86309-368-6/ebook). Mathematikdidaktik Grundschule 5, 25-38 (2015).
Classification: D72 F32
15
The game of Nim ‒ winning against the minister of trade and commerce. (Das Nim-Spiel ‒ Gewinnen gegen den Wirtschaftsminister.) (German)
Wurzel 49, No. 7, 146-153 (2015).
Classification: M40 U60 A20
16
Lectures and problems: a gift to young mathematicians. Translated by Dmitry Fuchs and Mark Saul. (English)
MSRI Mathematical Circles Library 17. Providence, RI: American Mathematical Society (AMS); Berkeley, CA: Mathematical Sciences Research Institut (MSRI) (ISBN 978-1-4704-2259-2/pbk). viii, 176~p. (2015).
17
Some questions regarding the teaching of the numbers up to 100. (Einige Fragen zur Didaktik der Erarbeitung des “Hunderterraums".) (German. English summary)
J. Math.-Didakt. 36, No. 1, 163-190 (2015).
Classification: F32 D72
18
Inhibition in dot comparison tasks. (English)
ZDM, Math. Educ. 47, No. 5, 759-770 (2015).
Classification: F22 F32 C32 C42
19
Preschool mathematics learning and school transition in Hong Kong. (English)
Perry, Bob (ed.) et al., Mathematics and transition to school. International perspectives. Singapore: Springer (ISBN 978-981-287-214-2/hbk; 978-981-287-215-9/ebook). Early Mathematics Learning and Development, 237-251 (2015).
Classification: C31 F21 C61
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