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Subitizing games: assessing preschoolers’ number understanding. (English)
Teach. Child. Math. 22, No. 6, 341-348 (2016).
Classification: F31 F21
1
Rithmomachy ‒ making playful calculations as in the Middle Ages. (Rithmomachie ‒ spielend rechnen wie im Mittelalter.) (German)
Mathematikunterricht 62, No. 2, 5-21 (2016).
Classification: U63 A30 F60 F90
2
Playing number board games supports 5-year-old children’s early mathematical development. (English)
J. Math. Behav. 43, 134-147 (2016).
Classification: U61 D41 F21
3
Impact of Math Snacks games on students’ conceptual understanding. (English)
J. Comput. Math. Sci. Teach. 35, No. 2, 173-193 (2016).
Classification: U60 U70
4
Counting on using a number game. (English)
Teach. Child. Math. 21, No. 7, 430-436 (2015).
Classification: F20 D40
5
Formal and informal learning environments: using games to support early numeracy. (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, 231-250 (2015).
Classification: U71 F21 F31 C31 A21 R81
6
The game of Nim ‒ winning against the minister of trade and commerce. (Das Nim-Spiel ‒ Gewinnen gegen den Wirtschaftsminister.) (German)
Wurzel 49, No. 7, 146-153 (2015).
Classification: M40 U60 A20
7
‘Let’s visit Numberland’ ‒ a highly emotive and efficient reason for reasoning in early numeracy. (English)
Prim. Math. 19, No. 1, 13-16 (2015).
Classification: F21 D31 D41 C31 U61
8
The story of Kyle. (English)
Teach. Child. Math. 21, No. 6, 354-361 (2015).
Classification: F21 F31 C31 C41 C61 D31
9
Passed the seeing-quickly driver license! Observing and assessing the quick detection of quantities. (Blitzseh-Führerschein bestanden! Das schnelle Erfassen von Anzahlen beobachten und beurteilen.) (German)
Grundsch. Math. 44, 36-39 (2015).
Classification: F22 U62 N22 C32
10
Safe till 100. Constructing and stabilizing cardinal number concepts in a playfull way. (Sicher bis 100. Spielerisch kardinale Zahlvorstellungen aufbauen und festigen.) (German)
Grundsch. Math. 44, 16-19 (2015).
Classification: F22 F32 C32 U62
11
An intervention programme using fingers and games in primary classrooms to improve mathematical achievement. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 34, No. 2. Proceedings of the day conference, University of Southampton, UK, June 14, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 7-12 (2014).
Classification: F22 F32 U62
12
Mathematics is not an exact science. (English)
Math. Teach. (Derby) 242, 9-10 (2014).
Classification: F21 C31 C41
13
Technology helps students transcend part-whole concepts. (English)
Math. Teach. Middle Sch. 19, No. 6, 352-358 (2014).
Classification: U73 F43
14
On mathematical conceptualization at pre-school age. (Zur mathematischen Begriffsbildung im Vorschulalter.) (German)
Mathematikunterricht 60, No. 6, 4-10 (2014).
Classification: C31 F21 U71 G21
15
The role of number naming systems and numeracy experiences in children’s rote counting: evidence from turkish and Canadian children. (English)
Learn. Individ. Differ. 32, 238-245 (2014).
Classification: F21 C51
16
Enhancing young children’s arithmetic skills through non-intensive, computerised kindergarten interventions: a randomised controlled study. (English)
Teach. Teach. Educ. 39, 56-65 (2014).
Classification: F21 F22 D31 F32 C31 C32 D41
17
Sweet work with fractions. (English)
Math. Teach. Middle Sch. 18, No. 8, 484-491 (2013).
Classification: F43 D83
18
To and fro on the number line. Introducing the addition and subtraction of negative numbers. (Hin und her auf der Zahlengeraden. Das Addieren und Subtrahieren von negativen Zahlen einführen.) (German)
Mathematik 5 bis 10, No. 25, 24-25 (2013).
Classification: U63 F43 D83
19
Using dice games in the classroom for formative assessment. (English)
Prim. Math. 17, No. 2, 5-8 (2013).
Classification: D62 F22 F32 U62
20
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