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Age-related differences in children’s strategy repetition: a study in arithmetic. (English)
J. Exp. Child Psychol. 150, 227-240 (2016).
Classification: F32 F33 N22 N23 C32 C33
1
Kindergartners’ base-10 knowledge predicts arithmetic accuracy concurrently and longitudinally. (English)
Learn. Individ. Differ. 50, 234-239 (2016).
Classification: F21 F31 C31
2
Investigating multiple strategy use and strategy flexibility in problem solving by pre-service teachers. (English)
Fritzlar, Torsten (ed.) et al., Problem solving in mathematics education. Proceedings of the 2015 joint 17th conference of ProMath and the 2nd GDM working group on problem solving, University of Halle-Wittenberg, Germany, September 3‒5, 2015. Münster: WTM-Verlag (ISBN 978-3-95987-012-2/pbk; 978-3-95987-013-9 /ebook). Ars Inveniendi et Dejudicandi 6, 41-55 (2016).
Classification: D50
3
Moving beyond a traditional algorithm in whole number subtraction: preservice teachers’ responses to a student’s invented strategy. (English)
Educ. Stud. Math. 93, No. 1, 105-129 (2016).
Classification: F30 D39
4
The analysis of middle school students’ problem-posing types and strategies. (Korean. English summary)
J. Korean Soc. Math. Educ., Ser. A, Math. Educ. 55, No. 1, 73-89 (2016).
Classification: D53
5
Problem solving by dynamising. On the Spiegel puzzle of the week “The cross with the circle". (Problemlösen durch Dynamisieren. Zum Spiegel-Rätsel der Woche “Das Kreuz mit dem Kreis".) (German)
PM Prax. Math. Sch. 58, No. 68, 34-38 (2016).
Classification: D53 G43 U73
6
Here, but not there: cross-national variability of gender effects in arithmetic. (English)
J. Exp. Child Psychol. 146, 50-65 (2016).
Classification: C62 F32 C32
7
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
8
On one strategy of solving problem tasks in mathematics. (English)
Acta Math. Nitriensia 2, No. 1, 1-6 (2016).
Classification: D50
9
Cross cultural comparison of grade 6 students’ performance and strategy use on graphic and non-graphic tasks. (English)
Learn. Individ. Differ. 52, 97-108 (2016).
Classification: D53 C33 C63
10
Using a single-subject design to examine the effectiveness of a mathematical instructional activity. (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). 88-93 (2015).
Classification: D40 D20 C90 C50
11
The process of pattern generalization and the pattern generalization strategies of the early 7th grade students in Korea. (English)
Far East J. Math. Educ. 14, No. 2, 137-159 (2015).
Classification: H23 C33
12
Variation in strategy use across grade level by pattern generalization types. (English)
Int. J. Math. Educ. Sci. Technol. 46, No. 4, 553-569 (2015).
Classification: H20 D50
13
Using an explicit teaching approach to develop strategic spirit ‒ the case of the working backwards strategy. (English)
Rogerson, Alan (ed.), The mathematics education for the future project. Proceedings of the 13th international conference ‘Mathematics education in a connected world’, Catania, Sicily, Italy, September 16‒21, 2015. Münster: WTM-Verlag (ISBN 978-3-942197-44-1/pbk; 978-3-942197-86-1/ebook). Conference Proceedings in Mathematics Education 1, 309-316 (2015).
Classification: D53 C43
14
Two important heuristic strategies: reformulation and generalization of problems. (English)
Billich, Martin (ed.), Mathematica V. Proceedings of the Polish-Czech-Slovak mathematical conference, Catholic University Ružomberok, Spišská Kapitula, Slovakia, June 3‒5, 2015. Ružomberok: Verbum, Catholic University in Ružomberok Press (ISBN 978-80-561-0296-1/pbk). Scientific Issues, 43-50 (2015).
Classification: D50 G40
15
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
16
Mental arithmetic? Yes, please! Why mental arithmetic does not become less important in the age of computer and smartphone. (Kopfrechnen? Ja, bitte! Warum Kopfrechnen auch im Zeitalter von Computer und Smartphone nicht an Bedeutung verliert.) (German)
Math. Differ. 6, No. 3, 4-6 (2015).
Classification: F32 U72 D42 C32 D32 D72
17
Transition from arithmetic to algebra in primary school education. (English)
Teach. Math. Comput. Sci. 13, No. 2, 225-248 (2015).
Classification: F30 H30 C30 D70
18
Can game theory techniques be used to model classroom interactions? (English)
Math. Teach. (Derby) 245, 22-26 (2015).
Classification: M40 C70
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
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