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Result 1 to 20 of 1291 total

To infinity and beyond: children generalize the successor function to all possible numbers years after learning to count. (English)
Cogn. Psychol. 92, 22-36 (2017).
Classification: F21 F22
1
Subitizing games: assessing preschoolers’ number understanding. (English)
Teach. Child. Math. 22, No. 6, 341-348 (2016).
Classification: F31 F21
2
Reverse and add to 100: explorations in place value. (English)
Teach. Child. Math. 22, No. 7, 404-410 (2016).
Classification: F30
3
Assessing early number learning in play. (English)
ZDM, Math. Educ. 48, No. 7, 991-1002 (2016).
Classification: D61 F21
4
Fractions as numbers and extensions of the number system: developing activities based on research. (English)
Ohio J. Sch. Math. 73, 13-21 (2016).
Classification: F40
5
Intuitive theoretical constructs as a continuous concomitant of children’s individual constructive learning. (Inklusive Theoriekonstrukte als stetige Begleiterscheinung des individuell konstruktiven Lernens von Kindern.) (German)
Benölken, Ralf (ed.) et al., Individuelles Fördern im Kontext von Inklusion. Tagungsband aus Anlass des zehnjährigen Bestehens des Projektes ‘Mathe für kleine Asse’ und des einjährigen Jubiläums des Projektes ‘MaKosi’. Münster: WTM-Verlag (ISBN 978-3-95987-001-6/pbk). Schriften zur Mathematischen Begabungsforschung 8, 114-130 (2016).
Classification: C31 C32 C91 C92
6
Impact of differing grammatical structures in mathematics teaching and learning. (English)
Barwell, Richard (ed.) et al., Mathematics education and language diversity. The 21st ICMI study. Cham: Springer (ISBN 978-3-319-14510-5/hbk; 978-3-319-14511-2/ebook). New ICMI Study Series, 23-46 (2016).
Classification: C50 F20 E50 G20
7
More than just “hundreds, tens, ones". Application of Dienes material in primary mathematics education. (Mehr als nur “Hunderter, Zehner, Einer (HZE)". Einsatzmöglichkeiten des Dienesmaterials im Mathematikunterricht der Grundschule.) (German)
Grundsch.unterr., Math. 62, No. 3, 33-37 (2015).
Classification: U62 F32
8
The trouble with zero. (English)
Aust. Math. Teach. 71, No. 3, 20-21 (2015).
Classification: F30 A30
9
Early addition: it is in the cards. (English)
Teach. Child. Math. 22, No. 1, 36-45 (2015).
Classification: F31 F21
10
Learning mathematics does not (necessarily) mean constructing the right knowledge. (English)
Learn. Math. 35, No. 3, 17‒22 (2015).
Classification: C30
11
Why numbers and what for? (Warum und wozu Zahlen?) (German)
Reinhold, Simone (ed.) et al., Mathematische Studien im Spannungsfeld von Geschichte, Philosophie \& Didaktik der Mathematik. Festschrift für Thomas Bedürftig. Münster: WTM-Verlag (ISBN 978-3-942197-46-5/pbk). Festschriften der Mathematikdidaktik 2, 157-174 (2015).
Classification: F20 E20 A30
12
General goals of mathematics education embedded in a holistic approach of human education. Theoretical discussions and exemplary explanations. (Allgemeine Ziele des Mathematikunterrichts eingebettet in ein ganzheitliches Konzept von Menschenbildung. Theoretische Erörterungen und beispielhafte Erläuterungen.) (German. English summary)
Math. Didact. 38, 92-110 (2015).
Classification: D30 D20
13
A critical analysis of teaching and learning negative numbers. (English)
Philos. Math. Educ. J. 29, 13 p., electronic only (2015).
Classification: D20 F40 M10 E40
14
Prospective elementary teachers’ conceptions of unitizing with whole numbers and fractions. (English)
Int. J. Math. Teach. Learn. 2015, 36 p., electronic only (2015).
Classification: F49
15
Covering the bases: exploring alternative systems. (English)
Math. Teach. (Reston) 108, No. 7, 549-552 (2015).
Classification: F33 F43 D83
16
The story of Kyle. (English)
Teach. Child. Math. 21, No. 6, 354-361 (2015).
Classification: F21 F31 C31 C41 C61 D31
17
Count on it: congruent manipulative displays. (English)
Teach. Child. Math. 21, No. 6, 362-370 (2015).
Classification: F20 F30 U60
18
Let’s look further at ‘seeing’ and ‘doing’. (English)
Equals, Anniversary Edition, 27-29 (2014).
Classification: F32 F36 G22 G26 D42 D46
19
“On what one can count". Important learning prerequisites of first-grade students. (“Auf was man zählen kann". Wichtige Lernvoraussetzungen von Schulanfängern.) (German)
Grundsch. Math. 44, 6-9 (2015).
Classification: F22 F32 C42 C32
20
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