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The professional practice of designing tasks: how do pre-service early childhood teachers promote mathematical processes in early algebra?

ZDM, 2024-11, Vol.56 (6), p.1197-1210

2024

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Mathematical naming and explaining in teaching talk: Noticing work with two groups of mathematics teachers

ZDM, 2024-11, Vol.56 (6), p.1211-1222

2024

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Epistemic emotions and pre-service mathematics teachers’ knowledge for teaching

ZDM, 2024-11, Vol.56 (6), p.1223-1237

2024

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From process to object in teachers' introductory algebra discourse

International journal of mathematical education in science and technology, 2024-09, Vol.55 (8), p.1814-1830

2024

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Typical Mathematical Education Cannot Predict Non‐Verbal Number Sense

Applied cognitive psychology, 2024-09, Vol.38 (5), p.n/a

2024

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Differential cognitive correlates in processing symbolic and situational mathematics

Infant and child development, 2024-07, Vol.33 (4), p.n/a

2024

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Exploring cultural dynamism of ethnomodelling as a pedagogical action for students from minority cultural groups

ZDM, 2024-06, Vol.56 (3), p.423-434

2024

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Verbalized arithmetic principles correlate with mathematics achievement

British journal of educational psychology, 2024-03, Vol.94 (1), p.41-57

2024

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Changes in Students’ Mathematical Competencies at the Beginning of Higher Education Within the Last Decade at a German University

International journal of science and mathematics education, 2023-12, Vol.21 (8), p.2325-2347

2023

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Types of mathematical tasks in lower secondary classrooms in Germany

Educational studies in mathematics, 2023-11, Vol.114 (3), p.371-392

2023

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Reconnecting with the mathematical thought of the Mesoamerican numbers in Ixil: an onto-epistemological dialogue

ZDM, 2023-11, Vol.55 (6), p.1067-1083

2023

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Learning from English and Kuwaiti children’s transcoding errors: how might number names be temporarily adapted to assist learning of place value?

Educational studies in mathematics, 2023-09, Vol.114 (1), p.149-172

2023

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Combined use of the extended theory of connections and the onto-semiotic approach to analyze mathematical connections by relating the graphs of f and f

Educational studies in mathematics, 2023-09, Vol.114 (1), p.63-88

2023

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Traveling through spatial repertoires and mathematics: chronotopes of physics discourse and instructional practices

International journal of bilingual education and bilingualism, 2023-07, Vol.26 (6), p.672-688

Lai, Yi-Ju

2023

Volltextzugriff (PDF)

Preschoolers prior formal mathematics education engage numerical magnitude representation rather than counting principles in symbolic ±1 arithmetic: Evidence from the operational momentum effect

Developmental science, 2023-05, Vol.26 (3), p.e13322-n/a

2023

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Symbolic number ordering strategies and math anxiety

Cognition and emotion, 2023-05, Vol.37 (3), p.439-452

2023

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Patterns of symbolic numerical magnitude processing and working memory as predictors of early mathematics performance

European journal of psychology of education, 2023-03, Vol.38 (1), p.311-332

2023

Volltextzugriff (PDF)

Math for Business and Economics: Compendium of Essential Formulas

Peren, Franz W

Second edition, 2023

Volltextzugriff (PDF)

Severe Developmental Dyscalculia Is Characterized by Core Deficits in Both Symbolic and Nonsymbolic Number Sense

Psychological science, 2023-01, Vol.34 (1), p.8-21

2023

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Understanding the dis-embodied representation of continuity in terms of a strongly embodied representation

Cogent Education, 2022-12, Vol.9 (1)

2022

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Students’ Use of Prior Conceptions of Symbols in Finding an Equation for a Horizontal Translation of the Graph of a Function

International journal of science and mathematics education, 2022-12, Vol.20 (8), p.1699-1717

2022

Volltextzugriff (PDF)

Historical knowledge and mathematics education: a recent debate and a case study on the different readings of history and its didactical transposition

ZDM, 2022-12, Vol.54 (7), p.1449-1461

2022

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Connecting characterizations of equivalence of expressions: design research in Grade 5 by bridging graphical and symbolic representations

Educational studies in mathematics, 2022-11, Vol.111 (3), p.399-422

2022

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Introducing equations in early algebra

ZDM, 2022-11, Vol.54 (6), p.1151-1167

Radford, Luis

2022

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Starting points: understanding children’s pre-instructional intuitions about function tables

ZDM, 2022-11, Vol.54 (6), p.1363-1376

2022

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The professional practice of designing tasks: how do pre-service early childhood teachers promote mathematical processes in early algebra?

Mathematical naming and explaining in teaching talk: Noticing work with two groups of mathematics teachers

Epistemic emotions and pre-service mathematics teachers’ knowledge for teaching

From process to object in teachers' introductory algebra discourse

Typical Mathematical Education Cannot Predict Non‐Verbal Number Sense

Differential cognitive correlates in processing symbolic and situational mathematics

Exploring cultural dynamism of ethnomodelling as a pedagogical action for students from minority cultural groups

Verbalized arithmetic principles correlate with mathematics achievement

Changes in Students’ Mathematical Competencies at the Beginning of Higher Education Within the Last Decade at a German University

Types of mathematical tasks in lower secondary classrooms in Germany

Reconnecting with the mathematical thought of the Mesoamerican numbers in Ixil: an onto-epistemological dialogue

Learning from English and Kuwaiti children’s transcoding errors: how might number names be temporarily adapted to assist learning of place value?

Combined use of the extended theory of connections and the onto-semiotic approach to analyze mathematical connections by relating the graphs of f and f

Traveling through spatial repertoires and mathematics: chronotopes of physics discourse and instructional practices

Preschoolers prior formal mathematics education engage numerical magnitude representation rather than counting principles in symbolic ±1 arithmetic: Evidence from the operational momentum effect

Symbolic number ordering strategies and math anxiety

Patterns of symbolic numerical magnitude processing and working memory as predictors of early mathematics performance

Math for Business and Economics: Compendium of Essential Formulas

Severe Developmental Dyscalculia Is Characterized by Core Deficits in Both Symbolic and Nonsymbolic Number Sense

Understanding the dis-embodied representation of continuity in terms of a strongly embodied representation

Students’ Use of Prior Conceptions of Symbols in Finding an Equation for a Horizontal Translation of the Graph of a Function

Historical knowledge and mathematics education: a recent debate and a case study on the different readings of history and its didactical transposition

Connecting characterizations of equivalence of expressions: design research in Grade 5 by bridging graphical and symbolic representations

Introducing equations in early algebra

Starting points: understanding children’s pre-instructional intuitions about function tables

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