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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
1
“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
2
Making numbers: where we are now. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 2. Proceedings of the day conference, Durham University, UK, June 6, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 19-24 (2015).
Classification: F21 F22 F31 F32 U61 U62
3
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
4
Count on it: congruent manipulative displays. (English)
Teach. Child. Math. 21, No. 6, 362-370 (2015).
Classification: F20 F30 U60
5
Using mental computation training to improve complex mathematical performance. (English)
Instr. Sci. 43, No. 4, 463-485 (2015).
Classification: C30 F30 F40 D40
6
IMP 2014. (English)
Math. Teach. (Derby) 246, 30-35 (2015).
Classification: G40 G50 F60
7
One million grains of rice. Developing the conception of sets up to one million. (Eine Million Reiskörner. Mengenvorstellungen von einer Million entwickeln.) (German)
Grundsch. Math. 44, 24-27 (2015).
Classification: F22 N22 F32 C32 U62
8
Asymmetric activation spreading in the multiplication associative network due to asymmetric overlap between numerosities semantic representations? (English)
Cognition 141, 1-8 (2015).
Classification: F30 C30
9
Reexamining the language account of cross-national differences in base-10 number representations. (English)
J. Exp. Child Psychol. 129, 12-25 (2015).
Classification: C51 F21
10
Solving addition tasks through the use of different modes of representations in primary school. (English)
Acta Didact. Univ. Comen., Math. 14, 19-42 (2014).
Classification: F32
11
Computational thinking based mathematical program for free semester system. (English)
J. Korean Soc. Math. Educ., Ser. D, Res. Math. Educ. 18, No. 4, 273-288 (2014).
Classification: G40 K20 U60 U70 H20
12
Do first graders make efficient use of external number representations? The case of the twenty-frame. (English)
Cogn. Instr. 32, No. 4, 353-373 (2014).
Classification: F32 C32 U62
13
Dissociation in accessing space and number representations in pathologic pain patients. (English)
Brain Cogn. 90, 151-156 (2014).
Classification: C80 F20
14
Interwoven linear sequences. (English)
Math. Sch. (Leicester) 43, No. 4, 43-44 (2014).
Classification: F60
15
Construction knowledge about decimal numbers: results from a conceptual approach. (Conocimientos en construcción sobre los números decimales: los resultados de un acercamiento conceptual.) (Spanish. English summary, French summary)
Ann. Didact. Sci. Cogn. 18, 29-59 (2013).
Classification: F42 F43 C32 C33
16
Developing number-space associations: SNARC effects using a color discrimination task in 5-year-olds. (English)
J. Exp. Child Psychol. 116, No. 4, 775-791 (2013).
Classification: F21
17
How do we convert a number into a finger trajectory? (English)
Cognition 129, No. 3, 512-529 (2013).
Classification: F20 C30 C50
18
The natural number bias and magnitude representation in fraction comparison by expert mathematicians. (English)
Learn. Instr. 28, 64-72 (2013).
Classification: F40 D70
19
Discovering Pythagorean number triples. A pictorial approach. (Pythagoreische Zahlentripel entdecken. Ein bildlicher Zugang.) (German)
PM Prax. Math. Sch. 55, No. 54, 32-33 (2013).
Classification: F63 U63
20
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Result 1 to 20 of 123 total

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