Result 1 to 20 of 55 total
Pathways to fraction learning: numerical abilities mediate the relation between early cognitive competencies and later fraction knowledge. (English)
J. Exp. Child Psychol. 152, 242-263 (2016).
1
The cognitive foundations of early arithmetic skills: it is counting and number judgment, but not finger gnosis, that count. (English)
J. Exp. Child Psychol. 152, 327-334 (2016).
2
The role of physical digit representation and numerical magnitude representation in children’s multiplication fact retrieval. (English)
J. Exp. Child Psychol. 152, 41-53 (2016).
3
Enhancing arithmetic in pre-schoolers with comparison or number line estimation training: does it matter? (English)
Learn. Instr. 46, 1-11 (2016).
4
Cognitive factors affecting children’s nonsymbolic and symbolic magnitude judgment abilities: A latent profile analysis. (English)
J. Exp. Child Psychol. 152, 173-191 (2016).
5
Neuroscientific studies of mathematical thinking and learning: a critical look from a mathematics education viewpoint. (English)
ZDM, Math. Educ. 48, No. 3, 385-391 (2016).
6
Electrophysiological markers of newly acquired symbolic numerical representations: the role of magnitude and ordinal information. (English)
ZDM, Math. Educ. 48, No. 3, 279-289 (2016).
7
Executive function and magnitude skills in preschool children. (English)
J. Exp. Child Psychol. 147, 126-139 (2016).
8
Processing of space, time, and number contributes to mathematical abilities above and beyond domain-general cognitive abilities. (English)
J. Exp. Child Psychol. 143, 85-101 (2016).
9
Time knowledge acquisition in children aged 6 to 11 years and its relationship with numerical skills. (English)
J. Exp. Child Psychol. 143, 1-13 (2016).
10
Conceptual and procedural distinctions between fractions and decimals: a cross-national comparison. (English)
Cognition 147, 57-69 (2016).
11
Design of the game-based learning environment “Dudeman \& Sidegirl: operation clean world,” a numerical magnitude processing training. (English)
Torbeyns, Joke (ed.) et al., Describing and studying domain-specific serious games. Cham: Springer (ISBN 978-3-319-20275-4/hbk; 978-3-319-20276-1/ebook). Advances in Game-Based Learning, 9-26 (2015).
12
About weights and heavyweights. Handling weights in elementary mathematics education. (Von Gewichten und Schwergewichten. Zum Umgang mit Gewichten im Mathematikunterricht der Grundschule.) (German)
Math. Differ. 6, No. 4, 6-9 (2015).
13
Individual differences in children’s approximations of area correlate with competence in basic geometry. (English)
Learn. Individ. Differ. 44, 16-24 (2015).
14
Bridging the gap: fraction understanding is central to mathematics achievement in students from three different continents. (English)
Learn. Instr. 37, 5-13 (2015).
15
From rational numbers to algebra: separable contributions of decimal magnitude and relational understanding of fractions. (English)
J. Exp. Child Psychol. 133, 72-84 (2015).
16
Profiles of children’s arithmetic fact development: A model-based clustering approach. (English)
J. Exp. Child Psychol. 133, 29-46 (2015).
17
Asymmetric activation spreading in the multiplication associative network due to asymmetric overlap between numerosities semantic representations? (English)
Cognition 141, 1-8 (2015).
18
Children’s mathematical performance: five cognitive tasks across five grades. (English)
J. Exp. Child Psychol. 135, 1-24 (2015).
19
Magnitude representations and counting skills in preschool children. (English)
Math. Think. Learn. 17, No. 2-3, 116-135 (2015).
20
Result 1 to 20 of 55 total
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