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The predictive relationships between working memory skills within the spatial and verbal domains and mathematical performance of grade 2 South African learners. (English)
Int. J. Educ. Res. 81, 1-10 (2017).
Classification: C32 C42
1
Fluid reasoning predicts future mathematical performance among children and adolescents. (English)
J. Exp. Child Psychol. 157, 125-143 (2017).
Classification: C30 C40
2
Empowering visuo-spatial abilities among Italian primary school children: from theory to practice. (English)
Khine, Myint Swe (ed.), Visual-spatial ability in STEM education. Transforming research into practice. Cham: Springer (ISBN 978-3-319-44384-3/hbk; 978-3-319-44385-0/ebook). 125-141 (2017).
Classification: C40 C90
3
Various spatial skills, gender differences, and transferability of spatial skills. (English)
Khine, Myint Swe (ed.), Visual-spatial ability in STEM education. Transforming research into practice. Cham: Springer (ISBN 978-3-319-44384-3/hbk; 978-3-319-44385-0/ebook). 85-105 (2017).
Classification: C40 C60
4
Development of visual working memory and distractor resistance in relation to academic performance. (English)
J. Exp. Child Psychol. 154, 98-112 (2017).
Classification: C30
5
Non-symbolic approximate arithmetic training improves math performance in preschoolers. (English)
J. Exp. Child Psychol. 152, 278-293 (2016).
Classification: F31 F21 C31 C51
6
Cognitive factors affecting children’s nonsymbolic and symbolic magnitude judgment abilities: A latent profile analysis. (English)
J. Exp. Child Psychol. 152, 173-191 (2016).
Classification: F21 F22 C31 C32 C41 C42
7
Difficulties of children with ADHD symptoms in solving mathematical problems when information must be updated. (English)
Res. Dev. Disabil. 59, 186-193 (2016).
Classification: D73 C43 D53
8
“I have learned how to speak the mathematical language.” Fostering the language development of children especially in mathematics education. (“Ich habe gelernt wie man die Mathefachsprache spricht.” Sprachförderung sowohl vom Kind als auch vom Fach Mathematik aus.) (German)
Math. Differ. 7, No. 2, 34-39 (2016).
Classification: E42 C52 C32 F32 U62 D32
9
Relationship between single digit addition strategies and working memory reflects general reasoning sophistication. (English)
Learn. Instr. 42, 113-122 (2016).
Classification: F32 C32
10
Cognitive and numerosity predictors of mathematical skills in middle school. (English)
J. Exp. Child Psychol. 145, 95-119 (2016).
Classification: C33 C43 F43 F83
11
Executive functioning predicts reading, mathematics, and theory of mind during the elementary years. (English)
J. Exp. Child Psychol. 146, 66-78 (2016).
Classification: C32 C42
12
On the relationship between math anxiety and math achievement in early elementary school: the role of problem solving strategies. (English)
J. Exp. Child Psychol. 141, 83-100 (2016).
Classification: C22 C32 F32
13
Overcoming a 4th grader’s challenges with working-memory via constructivist-based pedagogy and strategic scaffolds: tia’s solutions to challenging multiplicative tasks. (English)
J. Math. Behav. 44, 13-33 (2016).
Classification: D72 C42 F32
14
More than numerical basic competencies? On the dimensionality and structure of mathematical competencies of kindergartners. (Mehr als numerische Basiskompetenzen? Zur Dimensionalität und Struktur mathematischer Kompetenz von Kindergartenkindern.) (German)
Psychol. Erzieh. Unterr. 62, No. 3, 205-217 (2015).
Classification: C41 C31 F21
15
On the robustness of the quizzing effect under real teaching conditions. (English. German summary)
Z. Päd. Psychol. 29, No. 2, 109-114 (2015).
Classification: C30 C80 G40
16
A model for activating knowledge in mathematics classes. An institutional micro-framework of didactic memory. (Un modèle pour l’évocation des connaissances en classe de mathématiques. Micro-cadre institutionnel de la mémoire didactique.) (French. English summary, Spanish summary)
Rech. Didact. Math. 35, No. 1, 37-67 (2015).
Classification: D40 C50
17
Using video game play to improve education-majors’ mathematical performance: an experimental study. (English)
Comput. Hum. Behav. 53, 124-130 (2015).
Classification: U79 R80 A20 C39 C29
18
From numeracy to arithmetic: precursors of arithmetic performance in children with cerebral palsy from 6 till 8 years of age. (English)
Res. Dev. Disabil. 45-46, 49-57 (2015).
Classification: F22 F32 C42
19
When feedback is cognitively-demanding: the importance of working memory capacity. (English)
Instr. Sci. 43, No. 1, 73-91 (2015).
Classification: D42 C32 D52
20
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