Help on query formulation
first | previous | 1 21 41 61 | next | last

Result 1 to 20 of 73 total

A dissociation between small and large numbers in young children’s ability to “solve for $x$” in non-symbolic math problems. (English)
Cognition 160, 82-90 (2017).
Classification: H31 F31 F21
1
Zig-zagging in geometrical reasoning in technological collaborative environments: a mathematical working space-framed study concerning cognition and affect. (English)
ZDM, Math. Educ. 48, No. 6, 909-924 (2016).
Classification: G40 U70 E50 C70
2
The relation between ANS and symbolic arithmetic skills: the mediating role of number-numerosity mappings. (English)
Contemp. Educ. Psychol. 46, 208-217 (2016).
Classification: F21 F22 F31 F32 C31 C32
3
Kindergartners’ fluent processing of symbolic numerical magnitude is predicted by their cardinal knowledge and implicit understanding of arithmetic 2 years earlier. (English)
J. Exp. Child Psychol. 150, 31-47 (2016).
Classification: F21 F31
4
Tracing the change in discourse in a collaborative dynamic geometry environment: from visual to more mathematical. (English)
Int. J. Comput.-Support. Collab. Learn. 11, No. 1, 59-88 (2016).
Classification: U73 C33 G43
5
Stereotype manipulation effects on math and spatial test performance: a meta-analysis. (English)
Learn. Individ. Differ. 47, 103-116 (2016).
Classification: G20 C30 C60 C20
6
Ten-year-old children strategies in mental addition: a counting model account. (English)
Cognition 146, 48-57 (2016).
Classification: F32 F22 C32
7
Employing rapid prototyping design technologies to support contextualized mathematics education. (English)
J. Comput. Math. Sci. Teach. 34, No. 4, 455-483 (2015).
Classification: M82 U72 F92
8
Teacher’s awareness of the semio-cognitive dimension of learning mathematics. (La consapevolezza dell’insegnante della dimensione semio-cognitiva dell’apprendimento della matematica.) (Italian. English summary)
Boll. Docenti Mat. 71, 59-91 (2015).
Classification: C30
9
Analysing problem-solving processes with the help of solution graphs and refined Pólya’s phases. (Analyse von Problemlöseprozessen mit Hilfe von Lösungsgraphen und verfeinerten Pólya-Phasen.) (German)
Kuzle, Ana (ed.) et al., Problemlösen ‒ gestalten und beforschen. Tagungsband der Herbsttagung des GDM-Arbeitskreises Problemlösen in Münster 2014. Münster: WTM-Verlag (ISBN 978-3-942197-75-5/pbk; 978-3-942197-87-8/ebook). Ars Inveniendi et Dejudicandi 4, 93-129 (2015).
Classification: D50 C30
10
The assessment of mathematical literacy of linguistic minority students: results of a multi-method investigation. (English)
J. Math. Behav. 40, Part A, 88-105 (2015).
Classification: D60 C50
11
The representation of fraction magnitudes and the whole number bias reconsidered. (English)
Learn. Instr. 37, 39-49 (2015).
Classification: F40 D70
12
Individual differences in algebraic cognition: relation to the approximate number and semantic memory systems. (English)
J. Exp. Child Psychol. 140, 211-227 (2015).
Classification: F20 F30 H20 H30 C30
13
Music-themed mathematics education as a strategy for improving elementary preservice teachers’ mathematics pedagogy and teaching self-efficacy. (English)
J. Math. Educ. Teach. Coll. 6, No. 1, 9-24 (2015).
Classification: M89 B50 C79 D39
14
‘Number sense’ through three theoretical lenses. (English)
Barmby, P. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 34, No. 1. Proceedings of the day conference, King’s College, London, UK, March 1, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 119-124 (2014).
Classification: F32 C42 C62 C32
15
“Is mathematical knowledge certain? ‒ Are you sure?". An interview study to investigate epistemic beliefs. (English. German summary)
Math. Didact. 37, 118-132 (2014).
Classification: E20 D20
16
Embodiment in teaching and learning early counting: grounding metaphors. (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). 65-72 (2014).
Classification: C32 F22 F32
17
Adolescents’ understanding of inversion and associativity. (English)
Learn. Individ. Differ. 36, 49-59 (2014).
Classification: F30 C30
18
Reflections on problem-solving. (English)
Fried, Michael N. (ed.) et al., Mathematics and mathematics education. Searching for common ground. Dordrecht: Springer (ISBN 978-94-007-7472-8/hbk; 978-94-007-7473-5/ebook). Advances in Mathematics Education, 113-135 (2014).
Classification: D50 C30 C40
19
Rethinking the role of algorithms in school mathematics: a conceptual model with focus on cognitive development. (English)
ZDM, Int. J. Math. Educ. 46, No. 3, 481-492 (2014).
Classification: D30 D20 C30
20
first | previous | 1 21 41 61 | next | last

Result 1 to 20 of 73 total

Valid XHTML 1.0 Transitional Valid CSS!