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Result 1 to 20 of 145 total

Are multiple goals in elementary students beneficial for their school achievement? A latent class analysis. (English)
Learn. Individ. Differ. 51, 100-110 (2016).
Classification: C32 C42 C22
1
Hierarchical levels of abilities that constitute fraction understanding at elementary school. (English)
Int. J. Sci. Math. Educ. 14, No. 4, 757-776 (2016).
Classification: F43 C33 C43
2
Contexts of math anxiety ‒ an inventory for context-specific measurement of math anxiety of future teachers. (Mathematikangst im Kontext ‒ ein Inventar zur situationsbezogenen Messung von Mathematikangst bei angehenden Lehrkräften.) (German. English summary)
J. Math.-Didakt. 36, No. 1, 1-22 (2015).
Classification: C29
3
Can kindergartners do fractions? (English)
Teach. Child. Math. 20, No. 6, 354-364 (2014).
Classification: F31 F41 F39 F49 C31 C39 U61
4
Addition and subtraction word problems in Greek grade A and grade B mathematics textbooks: distribution and children’s understanding. (English)
Int. J. Math. Teach. Learn. 2014, 15 p., electronic only (2014).
Classification: U22 F92 F32
5
Relationships between visual static models and students’ written solutions to fraction tasks. (English)
Int. J. Math. Teach. Learn. 2014, 18 p., electronic only (2014).
Classification: F42 D72 D52 F92
6
Negative integer understanding: characterizing first graders’ mental models. (English)
J. Res. Math. Educ. 45, No. 2, 194-245 (2014).
Classification: F42 C32
7
Fostering elementary students’ mathematics disposition through music-mathematics integrated lessons. (English)
Int. J. Math. Teach. Learn. 2014, 19 p., electronic only (2014).
Classification: D42 M82 C22
8
Child-centred inquiry learning: how mathematics understanding emerges. (English)
Int. J. Math. Teach. Learn. 2013, 15 p., electronic only (2013).
Classification: D42 D32 D52 C32
9
So, here’s the story. (English)
Teach. Child. Math. 19, No. 6, 374-381 (2013).
Classification: U62 F32 D42
10
About the concept of angle in elementary school: misconceptions and teaching sequences. (English)
J. Math. Behav. 32, No. 1, 1-19 (2013).
Classification: G42 D72 D42
11
The mathematical content knowledge and attitudes of New Zealand pre-service primary teachers. (English)
Math. Teach. Educ. Dev. 14, No. 2, 28-49 (2012).
Classification: C29 C39 D39 D79
12
Calculating puddle size. (English)
Teach. Child. Math. 18, No. 8, 474-480 (2012).
Classification: F72 D32 D52
13
Making 10 my way. (English)
Teach. Child. Math. 19, No. 3, 164-173 (2012).
Classification: F32 F31 D41 D42 F92 F91 F22 F21
14
Developing “algebraic thinking": two key ways to establish some early algebraic ideas in primary classrooms. (English)
Aust. Prim. Math. Classr. 17, No. 4, 13-21 (2012).
Classification: F32 H12 C32
15
From routine to rich: developing an algebraic reasoning task for a middle/upper primary class? (English)
Aust. Prim. Math. Classr. 17, No. 4, 8-12 (2012).
Classification: D50 E50 H10
16
Interviews as RtI tools. (English)
Teach. Child. Math. 19, No. 1, 30-36 (2012).
Classification: D40 C90 D70
17
What do the pupils think? (English)
Math. Teach. (Derby) 231, 17-19 (2012).
Classification: C20 C70
18
CCSSM: examining the critical areas in grades 5 and 6. (English)
Teach. Child. Math. 18, No. 9, 566-573 (2012).
Classification: B73 D33 D53 F93
19
Multidimensional assessment of CCSSM. (English)
Teach. Child. Math. 19, No. 5, 292-300 (2012).
Classification: B70 D30
20
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Result 1 to 20 of 145 total

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