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Better together: multiple lines of evidence for a link between approximate and exact number representations: a reply to Merkley, Matejko, and Ansari. (English)
J. Exp. Child Psychol. 153, 168-172 (2017).
Classification: F21 C31 F31
1
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
2
Changing the precision of preschoolers’ approximate number system representations changes their symbolic math performance. (English)
J. Exp. Child Psychol. 147, 82-99 (2016).
Classification: F21 C31 F31
3
The development of (non-)symbolic comparison skills throughout kindergarten and their relations with basic mathematical skills. (English)
Learn. Individ. Differ. 38, 10-17 (2015).
Classification: F21 F31 C31
4
On the influence of logical tasks on the development of students’ thinking. ({\cyr O vliyanii logicheskikh testov na razvitie myshleniya uchashchikhsya}.) (Russian)
Mat. Shk., No. 5, 35-40 (2013).
Classification: E30 C30 D40 D80 Reviewer: Elena Glukhova (Moskva)
5
The integration of mathematics discourse, graphical reasoning and symbolic expression by a virtual math team. (English)
Martinovic, Dragana (ed.) et al., Visual mathematics and cyberlearning. Dordrecht: Springer (ISBN 978-94-007-2320-7/hbk; 978-94-007-2321-4/ebook). Mathematics Education in the Digital Era 1, 49-96 (2013).
Classification: U50 C70 D50
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