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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
Using picture story books to discover and explore the concept of equivalence. (English)
Aust. Prim. Math. Classr. 21, No. 2, 26-31 (2016).
Classification: U60 D40 H30
2
Mental constructions for the group isomorphism theorem. (English)
Math. Educ. (Ank.) 11, No. 2, 377-393 (2016).
Classification: H45 C35
3
When in doubt, add zero or multiply by one. (English)
Math. Comput. Educ. 50, No. 2, 106-108 (2016).
Classification: H20 H30 I40 I50 F50
4
Students’ understanding of algebraic notation: a semiotic systems perspective. (English)
J. Math. Behav. 43, 70-88 (2016).
Classification: E40 H30
5
The benefits of computer-generated feedback for mathematics problem solving. (English)
J. Exp. Child Psychol. 147, 140-151 (2016).
Classification: F32 U52 D62 U72 C32
6
Factors shaping students’ opportunities to engage in argumentative activity. (English)
Int. J. Sci. Math. Educ. 14, No. 3, 575-601 (2016).
Classification: C73 H23
7
Equivalence relation as a tool to create new structures. How could they be prepared and taught in schools? (English)
Ann. Math. Inform. 46, 251-264 (2016).
Classification: D43
8
The relationship between equivalence and equality in a nonsymbolic context with regard to algebraic thinking in young children. (English)
Meaney, Tamsin (ed.) et al., Mathematics education in the early years. Results from the POEM2 conference, Malmö, Sweden, 2014. Cham: Springer (ISBN 978-3-319-23933-0/hbk; 978-3-319-23935-4/ebook). 309-324 (2016).
Classification: F21 H21 H31
9
Students’ comparison of their trigonometric answers with the answers of a computer algebra system in terms of equivalence and correctness. (English)
Int. J. Technol. Math. Educ. 22, No. 3, 115-121 (2015).
Classification: U70 D50 G60
10
From a business letter to the equal sign. Introducing the equal sign as a comparison sign narratively. (Vom Geschäftsbrief zum Gleichheitszeichen. Das Gleichheitszeichen als Vergleichszeichen narrativ einführen.) (German)
Grundsch. Math. 46, 10-12 (2015).
Classification: E42 H32 F32 D82
11
Thinking and mathematics. (Denken und Mathematik.) (German)
Mathematikunterricht 61, No. 6, 49-54 (2015).
Classification: E20 E40 M10 D20
12
Students’ opportunities to engage in transformational algebraic activity in different beginning algebra topics and classes. (English)
Int. J. Sci. Math. Educ. 13, Suppl. 2, 285-307 (2015).
Classification: H23 C73 D33 D43
13
Benefits of “concreteness fading" for children’s mathematics understanding. (English)
Learn. Instr. 35, 104-120 (2015).
Classification: D42 F32 E42 U62 C32
14
Notions of equivalence through ratios: students with and without learning disabilities. (English)
J. Math. Behav. 37, 94-105 (2015).
Classification: F42 C42 C32 D72
15
Do we measure the same? On the comparability of the IQB state comparison 2011 with the international studies IGLU and TIMSS. (Messen wir dasselbe? Zur Vergleichbarkeit des IQB-Ländervergleichs 2011 mit den internationalen Studien IGLU und TIMSS 2011.) (German. English summary)
Unterrichtswissenschaft 42, No. 4, 342-365 (2014).
Classification: D20 D60
16
Mathematical competence in PISA, IQB state comparison and NEPS ‒ three surveys, same construct? (Mathematische Kompetenz in PISA, IQB-Ländervergleich und NEPS ‒ Drei Studien, gleiches Konstrukt?) (German)
Unterrichtswissenschaft 42, No. 4, 321-341 (2014).
Classification: D20 D60
17
Math \& manipulations for kindergartners: puzzles of geometric forms. (Math \& manips pour le maternel: puzzles de formes géométriques.) (French)
Losanges 26, 29-36 (2014).
Classification: G20 U60
18
A closer look at manipulatives in remediation. (English)
Math. Teach. Middle Sch. 20, No. 3, 166-173 (2014).
Classification: F43 U63
19
Mathematics and literature from zero to three: a tale of storks. (Matemáticas y literatura de 0 a 3: un cuento de cigüeñas.) (Spanish. English summary)
Edma 0-6, Educ. Mat. Infanc. 3, No. 2, 53-60, electronic only (2014).
Classification: F21 F31 E61 U61
20
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