History


Help on query formulation
first | previous | 1 21 41 61 81 101 | next | last

Result 1 to 20 of 792 total

Children’s understanding of additive concepts. (English)
J. Exp. Child Psychol. 156, 16-28 (2017).
Classification: F32 F33 C32 C33
1
Possible parallels between visual representations and informal knowledge. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 3. Proceedings of the day conference, University of Reading, UK, November 7, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 13-18 (2016).
Classification: F43 C33
2
Ordering together ‒ learning together. Making mathematical structures visible. (Gemeinsam ordnen ‒ gemeinsam lernen. Mathematische Strukturen sichtbar machen.) (German)
Grundsch.unterr., Math. 63, No. 1, 30-33 (2016).
Classification: F32 D42 U62 C42
3
Integrating alternative algorithms: possibilities and practices. (English)
Ohio J. Sch. Math. 73, 4-9 (2016).
Classification: F32 F39
4
Mental computation or standard algorithm? Children’s strategy choices on multi-digit subtractions. (English)
Eur. J. Psychol. Educ. 31, No. 2, 99-116 (2016).
Classification: F32
5
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
6
Cultures of mathematics ‒ language cultures: calculating methods. Different calculating methods ‒ one result. (Mathematikkulturen ‒ Sprachkulturen: Rechenwege. Verschiedene Rechenwege ‒ ein Ergebnis.) (German)
Math. Differ. 7, No. 2, 40-44 (2016).
Classification: C52 F32 C32 D32
7
“Check the computation", says Adam Ries ‒ control of basic arithmetical operations by the old masters of calculations. (“Nim die Prob", sagt Adam Ries ‒ Kontrolle der Grundrechenarten bei den Rechenmeistern.) (German)
Mathematikunterricht 62, No. 2, 22-32 (2016).
Classification: A30 F30 F60
8
Preservice teachers’ response and feedback type to correct and incorrect student-invented strategies for subtracting whole numbers. (English)
J. Math. Behav. 42, 49-68 (2016).
Classification: D70 F30 D39
9
Calculating with transitions. Speaking of arithmetic strategies and ensuring foundations. (Rechnen mit Übergängen. Über Rechenstrategien sprechen und Grundlagen sichern.) (German)
Math. Lehren 32, No. 192, 8-13 (2015).
Classification: F33 D43 Reviewer: Renate Stürmer (Zweibrücken)
10
“$2.70+3.60=5.130$". Solutions in the area of conflict between “math tricks" and missing ideas in terms of content. (“$2,70+3,60=5,130$". Lösungen im Spannungsfeld zwischen “Mathe-Tricks" und fehlenden inhaltlichen Vorstellungen.) (German)
Math. Lehren 32, No. 191, 25-29 (2015).
Classification: F43 D73 Reviewer: Renate Stürmer (Zweibrücken)
11
Written arithmetic faultlessly. What can be done at the beginning of grade 5? (Fehlerfrei schriftlich rechnen. Was kann man am Beginn von Klasse 5 tun?) (German)
Math. Lehren 32, No. 191, 9-12 (2015).
Classification: D73 F33 Reviewer: Renate Stürmer (Zweibrücken)
12
Analyzing trends in pen computing among K‒2 students through Flashcards application. (English)
Hammond, Tracy (ed.) et al., The impact of pen and touch technology on education. Cham: Springer (ISBN 978-3-319-15593-7/hbk; 978-3-319-15594-4/ebook). Human-Computer Interaction Series, 259-265 (2015).
Classification: U71 U72 U51 U52 F31 F32
13
Three white minus five grey ones. Addition and subtraction of integers with small tiles. (Drei Weiße minus fünf Graue. Addieren und Subtrahieren von ganzen Zahlen mit Legeplättchen.) (English)
Mathematik 5 bis 10 33, 46-47 (2015).
Classification: F43 U63
14
Flipping up the deepest depth. Negative numbers in geography lessons. (Die tiefste Tiefe nach oben klappen. Negative Zahlen im Fach Geographie.) (English)
Mathematik 5 bis 10 33, 16-17 (2015).
Classification: F43 D83 M53
15
Populating the number line. Students “invent" calculations with integers. (Die Bevölkerung der Zahlengeraden. Schülerinnen und Schüler “erfinden" das Rechnen mit den ganzen Zahlen.) (English)
Mathematik 5 bis 10 33, 12-15 (2015).
Classification: F43 D83
16
Fostering individually in mathematics education. I: Number range up to 10 (20). (Individuell fördern im Mathematikunterricht. I: Zahlenraum bis 10 (20).) (German)
Grundschulmagazin 83, No. 1, 48-51 (2015).
Classification: F32 D72 C92
17
Beeing able to do mental calculations pays off. Fostering basic mathematical competences. (Kopfrechnen können rechnet sich. Mathematische Basiskompetenzen fördern.) (German)
Grundschulmagazin 83, No. 1, 7-10 (2015).
Classification: F32
18
Students’ misconceptions in mathematics: analysis of remedies and what research says. (English)
Ohio J. Sch. Math. 72, 30-34 (2015).
Classification: D73 F43 F53
19
The MinMax sequence. (Die MinMax Folge.) (German)
MNU, Math. Naturwiss. Unterr. 68, No. 4, 229-230 (2015).
Classification: F60 F30 I30
20
first | previous | 1 21 41 61 81 101 | next | last

Result 1 to 20 of 792 total

Valid XHTML 1.0 Transitional Valid CSS!