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Result 1 to 20 of 136 total

Preschool children use space, rather than counting, to infer the numerical magnitude of digits: evidence for a spatial mapping principle. (English)
Cognition 158, 56-67 (2017).
Classification: F21 F31 C31
1
Conceptualization of the continuum, an educational challenge for undergraduate students. (English)
Int. J. Res. Undergrad. Math. Educ. 2, No. 3, 338-361 (2016).
Classification: F55 E65 C35
2
Development of SNARC and distance effects and their relation to mathematical and visuospatial abilities. (English)
J. Exp. Child Psychol. 150, 301-313 (2016).
Classification: C42 F32 F22 C32
3
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
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
Children’s use of number line estimation strategies. (English)
Eur. J. Psychol. Educ. 31, No. 2, 117-134 (2016).
Classification: F32 F22 N22
6
The neural correlates of health risk perception in individuals with low and high numeracy. (English)
ZDM, Math. Educ. 48, No. 3, 337-350 (2016).
Classification: C80 C30 C40 F20 K50
7
Explaining the relationship between number line estimation and mathematical achievement: the role of visuomotor integration and visuospatial skills. (English)
J. Exp. Child Psychol. 145, 22-33 (2016).
Classification: F32 C32 C42
8
Running the number line: rapid shifts of attention in single-digit arithmetic. (English)
Cognition 146, 229-239 (2016).
Classification: F30
9
The number line. One working material, many practicing possibilities ‒ from an introduction to specific tasks. (Der Zahlenstrahl. Ein Arbeitsmittel, viele Übungsmöglichkeiten ‒ von der Einführung bis zur konkreten Aufgabenstellung.) (German)
Grundsch.unterr., Math. 62, No. 3, 8-11 (2015).
Classification: F22 F32 U62 C32 D42
10
Making the number line accessible with the body. (Mit Körpereinsatz den Zahlenstrahl erschließen.) (German)
Sache Wort Zahl 43, No. 149, 57-61 (2015).
Classification: F22 D42
11
As above so below. Using sequences of permanence. (Oben wie unten. Permanenzreihen nutzen.) (English)
Mathematik 5 bis 10 33, 28-31 (2015).
Classification: F43 D83
12
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
13
Do gestures matter? The implications of using touchscreen devices in mathematics instruction. (English)
Learn. Instr. 40, 89-98 (2015).
Classification: U70 C50
14
Making sense of fractions with GeoGebra in the USA. (English)
Math. Teach. (Derby) 244, 29-32 (2015).
Classification: F43 U73
15
Collaborative work in a mathematics classroom. II. (English)
Math. Teach. (Derby) 246, 5-7 (2015).
Classification: F33 D73
16
Collaborative work in a mathematics classroom. (English)
Math. Teach. (Derby) 244, 14-18 (2015).
Classification: F33 D73
17
Some questions regarding the teaching of the numbers up to 100. (Einige Fragen zur Didaktik der Erarbeitung des “Hunderterraums".) (German. English summary)
J. Math.-Didakt. 36, No. 1, 163-190 (2015).
Classification: F32 D72
18
“The larger the number, the larger the steps". Expanding conceptions of numbers using the number line. (“Je größer die Zahl, desto größer die Schritte". Zahlvorstellungen mit dem Zahlenstrahl erweitern.) (German)
Grundsch. Math. 44, 28-31 (2015).
Classification: F22 F32 U62 C32
19
Computers in mathematics education ‒ training the mental number line. (English)
Comput. Hum. Behav. 48, 597-607 (2015).
Classification: U70 F30 F20 C30
20
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