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Mathematical learning disabilities and attention deficit and/or hyperactivity disorder: a study of the cognitive processes involved in arithmetic problem solving. (English)
Res. Dev. Disabil. 61, 44-54 (2017).
Classification: C40 D70 C30 F30 D50
1
Problem solving: the legacy of Pólya and a reading of CERME 2015. (A resolução de problemas: o legado de Pólya e uma leitura do CERME 2015.) (Portuguese. English summary)
Quadrante 25, No. 1, 83-95 (2016).
Classification: D50 D20
2
Teacher noticing: enlightening or blinding? (English)
ZDM, Math. Educ. 48, No. 1-2, 227-238 (2016).
Classification: D20 C70 C39 C49
3
Running the number line: rapid shifts of attention in single-digit arithmetic. (English)
Cognition 146, 229-239 (2016).
Classification: F30
4
Statistical regularities reduce perceived numerosity. (English)
Cognition 146, 217-222 (2016).
Classification: F20 C30
5
Exploring insight: focus on shifts of attention. (English)
Learn. Math. 35, No. 2, 9-14 (2015).
Classification: I30
6
Using computer in teaching mathematics and its effects on motivation and learning outcomes of students in a primary school. (English)
Amado, Nélia (ed.) et al., Proceedings of the 12th international conference on technology in mathematics teaching, ICTMT 12. Faro: University of Algarve (ISBN 978-989-8472-68-7). 446-454 (2015).
Classification: U70 C20 C30
7
Provocative mathematics questions: drawing attention to a lack of attention. (English)
Teach. Math. Appl. 34, No. 2, 63-70 (2015).
Classification: C49 C39 D39
8
Set size and culture influence children’s attention to number. (English)
J. Exp. Child Psychol. 131, 19-37 (2015).
Classification: F21 C31 C61
9
Individual differences in cognitive resources and elementary school mathematics achievement: examining the roles of storage and attention. (English)
Learn. Individ. Differ. 37, 55-63 (2015).
Classification: C30
10
Calculator programming engages visual and kinesthetic learners. (English)
Math. Teach. (Reston) 107, No. 8, 624-629 (2014).
Classification: U70 I20 H30 D80 C40 C90
11
Shifting attention. (English)
Learn. Math. 34, No. 3, 19-24 (2014).
Classification: D50 C30 C70 G90
12
The role of pictures in reading mathematical proofs: an eye movement study. (English)
Nicol, Cynthia (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education “Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol. 2. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-362-3/v.2). 121-128 (2014).
Classification: E50 C30
13
Reconstruction of one mathematical invention: focus on structures of attention. (English)
Liljedahl, Peter (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education “Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol. 4. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-364-7/v.4). 377-384 (2014).
Classification: D53 C23
14
Interactive construction of attention paths toward new mathematical content: analysis of a primary mathematics lesson. (English)
Oesterle, Susan (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education “Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol. 3. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-363-0/v.3). 305-312 (2014).
Classification: C73 C33 F83
15
The role of the different components of attention on calculation skill. (English)
Learn. Individ. Differ. 32, 225-232 (2014).
Classification: F32 C32 F33 C33
16
Disruptions to number bisection after brain injury: neglecting parts of the mental number line or working memory impairments? (English)
Brain Cogn. 86, 116-123 (2014).
Classification: C30 F20 C40 C90
17
Teacher visualisation loss mid explanation: an issue when teaching geometry. (English)
Smith, C. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 33, No. 3. Proceedings of the day conference, University of Edinburgh, UK, November 16, 2013. London: British Society for Research into Learning Mathematics (BSRLM). 49-54 (2013).
Classification: C39 G19
18
Students’ mathematical noticing. (English)
J. Res. Math. Educ. 44, No. 5, 809-850 (2013).
Classification: I23 C33 C73
19
How to leverage the potential of mathematical errors. (English)
Teach. Child. Math. 19, No. 7, 424-431 (2013).
Classification: D70 D40 C20 C30
20
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