Search Results - UNDANG~
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251
A symbolic dance: the interplay between movement, notation, and mathematics on a journey toward solving equations
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252
Arbitrary and necessary: part 1, a way of viewing the mathematics curriculum
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253
Measuring the approximate number system in children: exploring the relationships among different tasks
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254
Nature and origins of mathematics difficulties in very preterm children: a different etiology than developmental dyscalculia.
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255
Authors' Response: The M-N-L framework: Bringing radical constructivist theories to daily teaching practices
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256
Headache impairs attentional performance: a conceptual replication and extension
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257
Using activity theory to make sense of differences in perspectives on mathematics teaching
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Lecture capture literature review: A review of the literature from 2012-2015
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Mathematics support—support for all?
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261
Spontaneous focusing on numerosity and the arithmetic advantage
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262
Lecturers’ perspectives on the use of a mathematics-based computer-aided assessment system
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263
Can children construct inverse relations in arithmetic? Evidence for individual differences in the development of conceptual understanding and computational skill
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264
Indexing the approximate number system
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265
Linear algebra with a didactical focus
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266
Community perspectives of mathematics and statistics support in higher education: building the infrastructure
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267
Arbitrary and necessary: part 3, educating awareness
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268
Individual differences in inhibitory control, not non-verbal number acuity, correlate with mathematics achievement
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269
Investigating and improving undergraduate proof comprehension
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270
Community perspectives of mathematics and statistics support in higher education: the role of the staff member
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271
Teachers' understanding of the role of executive functions in mathematics learning
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272
Review of "APOS Theory: A Framework for Research and Curriculum Development in Mathematics Education, Arnon et al. (2014)."
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273
Mathematics difficulties in extremely preterm children: evidence of a specific deficit in basic mathematics processing
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274
Book review: a dialog in the footsteps of the book “A journey in mathematics education research—insights from the work of Paul Cobb”; Erna Yackel, Koeno Gravemeijer and Anna Sfard...
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275
Congruency effects in dot comparison tasks: convex hull is more important than dot area
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276
Teacher beliefs and the didactic contract on visualisation.
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277
Advanced mathematical study and the development of conditional reasoning skills
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278
Preface for the IJSME Special Issue: Metacognition for science and mathematics learning in technology-infused learning environments
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279
Promoting student engagement with mathematics support
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280
The fundamental problem with teaching problem solving
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281
Symbolic arithmetic knowledge without instruction
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282
Working memory and number line representations in single-digit addition: approximate versus exact, nonsymbolic versus symbolic
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283
Delayed school entry and academic performance: a natural experiment
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284
Arbitrary and necessary: part 2, assisting memory
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285
Building bridges that are functional and structural
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286
Longitudinal development of number line estimation and mathematics performance in primary school children
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287
Applying coupon-collecting theory to computer-aided assessments
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Pictorial representations of simple arithmetic problems are not always helpful: A cognitive load perspective
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Patterns of individual differences in conceptual understanding and arithmetical skill: a meta-analysis
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The effect of authority on the persuasiveness of mathematical arguments
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Individual differences in kindergarten math achievement: the integrative roles of approximation skills and working memory
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293
Substitution and sameness: two components of a relational conception of the equals sign
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294
High-stakes examinations to support policy: design, development and implementation
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295
e-Proofs: design of a resource to support proof comprehension in mathematics
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296
Does students’ confidence in their ability in mathematics matter?
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297
The role of cognitive inhibition in different components of arithmetic.
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298
Epilogue for the IJSME Special Issue: Metacognition for science and mathematics learning in technology-infused learning environments
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299
Book review of "Algebra teaching around the world" edited by Frederick Koon Shing Leung, Kyungmee Park, Derek Holton and David Clarke.
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300
Developing mathematics teaching through inquiry – a response to Skovsmose and Säljö
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