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Children’s understanding of additive concepts. (English)
J. Exp. Child Psychol. 156, 16-28 (2017).
Classification: F32 F33 C32 C33
1
Possible parallels between visual representations and informal knowledge. (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). 13-18 (2016).
Classification: F43 C33
2
Using untouchables to make arithmetic structures touchable: the case of the associative rule. (English)
Aust. Prim. Math. Classr. 21, No. 1, 8-11 (2016).
Classification: F32
3
Ordering together ‒ learning together. Making mathematical structures visible. (Gemeinsam ordnen ‒ gemeinsam lernen. Mathematische Strukturen sichtbar machen.) (German)
Grundsch.unterr., Math. 63, No. 1, 30-33 (2016).
Classification: F32 D42 U62 C42
4
“The double or just the same again”. Teaching ideas for doubling in inclusive mathematics instruction. (“Das Doppelte oder noch einmal so viel”. Unterrichtsideen zum Verdoppeln im inklusiven Mathematikunterricht.) (German)
Grundsch.unterr., Math. 63, No. 1, 26-29 (2016).
Classification: F32 C42 D42
5
Reverse and add to 100: explorations in place value. (English)
Teach. Child. Math. 22, No. 7, 404-410 (2016).
Classification: F30
6
Stages in constructing and coordinating units additively and multiplicatively. II. (English)
Learn. Math. 36, No. 1, 34-39 (2016).
Classification: F30 C30
7
Oral counting sequences: a theoretical discussion and analysis through the lens of representational redescription. (English)
Educ. Stud. Math. 93, No. 2, 175-193 (2016).
Classification: F21 F22 F31 F32 C31 C32
8
Dealing with differences in systematising and securing. Taking variety into consideration on the way from open explorations to knowledge base entries. (Unterschieden beim Systematisieren und Sichern begegnen. Vielfalt berücksichtigen auf dem Weg von der offenen Erkundung zum Eintrag in den Wissensspeicher.) (German)
PM Prax. Math. Sch. 58, No. 70, 15-20 (2016).
Classification: D43
9
Aesthetics in school mathematics: a potential model and a possible lesson. (English)
Math. Enthus. 13, No. 3, 279-302 (2016).
Classification: D32 D52
10
Representational flexibility and problem-solving ability in fraction and decimal number addition: a structural model. (English)
Int. J. Sci. Math. Educ. 14, Suppl. 2, S397-S417 (2016).
Classification: F40 D50
11
Teaching to add three-digit numbers in Hong Kong and Shanghai: illustration of differences in the systematic use of variation and invariance. (English)
ZDM, Math. Educ. 48, No. 4, 455-470 (2016).
Classification: F30 D40 C70
12
Learning environments for everyone, with a plus. Support for gifted students in developmentally mixed classes. (Lernumgebung für alle, mit Plus. Begabtenförderung in entwicklungsgemischten Klassen.) (German)
Math. Lehren 33, No. 195, 25-28 (2016).
Classification: D43 F43 C93 D83
13
Cultures of mathematics ‒ language cultures: calculating methods. Different calculating methods ‒ one result. (Mathematikkulturen ‒ Sprachkulturen: Rechenwege. Verschiedene Rechenwege ‒ ein Ergebnis.) (German)
Math. Differ. 7, No. 2, 40-44 (2016).
Classification: C52 F32 C32 D32
14
“Check the computation", says Adam Ries ‒ control of basic arithmetical operations by the old masters of calculations. (“Nim die Prob", sagt Adam Ries ‒ Kontrolle der Grundrechenarten bei den Rechenmeistern.) (German)
Mathematikunterricht 62, No. 2, 22-32 (2016).
Classification: A30 F30 F60
15
Relationship between single digit addition strategies and working memory reflects general reasoning sophistication. (English)
Learn. Instr. 42, 113-122 (2016).
Classification: F32 C32
16
Analysis of problems posed by sixth-grade middle school students for the addition of fractions in terms of semantic structures. (English)
Int. J. Math. Educ. Sci. Technol. 46, No. 6, 879-894 (2015).
Classification: F43 D53
17
Early addition: it is in the cards. (English)
Teach. Child. Math. 22, No. 1, 36-45 (2015).
Classification: F31 F21
18
“$2.70+3.60=5.130$". Solutions in the area of conflict between “math tricks" and missing ideas in terms of content. (“$2,70+3,60=5,130$". Lösungen im Spannungsfeld zwischen “Mathe-Tricks" und fehlenden inhaltlichen Vorstellungen.) (German)
Math. Lehren 32, No. 191, 25-29 (2015).
Classification: F43 D73 Reviewer: Renate Stürmer (Zweibrücken)
19
Didactic analyses based on structural genetics ‒ empirical research “of the first kind". (Strukturgenetische didaktische Analysen ‒ empirische Forschung “erster Art".) (German. English summary)
Math. Didact. 38, 239-255 (2015).
Classification: D20 D42 D49
20
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