UB Paderborn / Katalog / Suche / in CDI

Sortiert nach

Einfacher Volltextzugriff von (fast) überall

Installieren Sie die LibKey Nomad-Browsererweiterung und erhalten Sie von vielen Webseiten einfachen Zugriff auf lizenzierte Volltexte oder Open Access Publikationen. Mehr erfahren...

Improving Fraction Understanding in Sixth Graders With Mathematics Difficulties: Effects of a Number Line Approach Combined With Cognitive Learning Strategies

Journal of educational psychology, 2020-04, Vol.112 (3), p.628-648

2020

Volltextzugriff (PDF)

Bridging whole numbers and fractions: problem variations in Chinese mathematics textbook examples

ZDM, 2019-04, Vol.51 (1), p.109-123

Sun, Xu Hua

2019

Volltextzugriff (PDF)

Mathematical Knowledge and Skills as Longitudinal Predictors of Fraction Learning Among Sixth-Grade Students

Journal of educational psychology, 2023-10, Vol.115 (7), p.985-1003

2023

Volltextzugriff (PDF)

Evaluation of fraction learning in authentic context using Ubiquitous Fraction App

Education and information technologies, 2023-06, Vol.28 (6), p.6755-6779

2023

Volltextzugriff (PDF)

Parent–Child Math Talk About Fractions During Formal Learning and Guided Play Activities

Child development, 2020-03, Vol.91 (2), p.546-562

2020

Volltextzugriff (PDF)

Impact of a game‐based intervention on fraction learning for fifth‐grade students: A pre‐registered randomized controlled study

Journal of computer assisted learning, 2023-02, Vol.39 (1), p.49-62

2023

Volltextzugriff (PDF)

Putting Fractions Together

Journal of educational psychology, 2021-04, Vol.113 (3), p.556-571

2021

Volltextzugriff (PDF)

Targeting fraction misconceptions and reducing high confidence errors in an online tutor

Journal of computer assisted learning, 2024-02, Vol.40 (1), p.254-268

2024

Volltextzugriff (PDF)

Measuring Usable Knowledge: Teachers' Analyses of Mathematics Classroom Videos Predict Teaching Quality and Student Learning

American educational research journal, 2012-06, Vol.49 (3), p.568-589

2012

Volltextzugriff (PDF)

Fraction Intervention for Students With Mathematics Difficulties: Lessons Learned From Five Randomized Controlled Trials

Journal of learning disabilities, 2017-11, Vol.50 (6), p.631-639

2017

Volltextzugriff (PDF)

Conceptual mis(understandings) of fractions: From area models to multiple embodiments

Mathematics education research journal, 2015-06, Vol.27 (2), p.233-261

2015

Volltextzugriff (PDF)

Enriching student concept images: Teaching and learning fractions through a multiple-embodiment approach

Mathematics education research journal, 2015-06, Vol.27 (2), p.201-231

2015

Volltextzugriff (PDF)

Toward a Unified Theory of Rational Number Arithmetic

Journal of experimental psychology. Learning, memory, and cognition, 2022-10, Vol.48 (10), p.1470-1483

2022

Volltextzugriff (PDF)

The Effects of Concrete-Representational-Abstract Sequence Instruction on Fractions for Chinese Elementary Students with Mathematics Learning Disabilities

International journal of science and mathematics education, 2022-10, Vol.20 (7), p.1481-1498

2022

Volltextzugriff (PDF)

Bob’s Productive Task Engagement in Fractional Reasoning: A Case Study

Learning disability quarterly, 2024-05, Vol.47 (2), p.110-123

2024

Volltextzugriff (PDF)

Improving Children's Knowledge of Fraction Magnitudes

PloS one, 2016-10, Vol.11 (10), p.e0165243-e0165243

2016

Volltextzugriff (PDF)

Conceptualizing Mathematically Significant Pedagogical Opportunities to Build on Student Thinking

Journal for research in mathematics education, 2015-01, Vol.46 (1), p.88-124

2015

Volltextzugriff (PDF)

Pre-service primary Mathematics teachers’ understanding of fractions : an action–process–object–schema perspective

South African journal of childhood education, 2018, Vol.8 (2), p.1-12

2018

Volltextzugriff (PDF)

Responding to children’s mathematical thinking in the moment: an emerging framework of teaching moves

ZDM, 2016-04, Vol.48 (1-2), p.185-197

2016

Volltextzugriff (PDF)

Inhibition and cognitive load in fractions and decimals

British journal of educational psychology, 2020-06, Vol.90 (S1), p.240-256

2020

Volltextzugriff (PDF)

Is Mathematical Representation of Problems an Evidence-Based Strategy for Students With Mathematics Difficulties?

Exceptional children, 2016-10, Vol.83 (1), p.8-25

2016

Volltextzugriff (PDF)

From (and for) the Invisible 10%: Including Students with Learning Disabilities in Problem-Based Instruction

Journal for research in mathematics education, 2023-07, Vol.54 (4), p.260-278

2023

Volltextzugriff (PDF)

Strategic competence for multistep fraction word problems: an overlooked aspect of mathematical knowledge for teaching

Educational studies in mathematics, 2021-05, Vol.107 (1), p.49-70

2021

Volltextzugriff (PDF)

Changes in students’ self-efficacy when learning a new topic in mathematics: a micro-longitudinal study

Educational studies in mathematics, 2022-11, Vol.111 (3), p.515-541

2022

Volltextzugriff (PDF)

"Teaching to the Test" in the NCLB Era: How Test Predictability Affects Our Understanding of Student Performance

Educational researcher, 2014-11, Vol.43 (8), p.381-389

2014

Volltextzugriff (PDF)

1 – 25 von 146

Suche als RSS-Feed

Aktive Filter

ThemaFractions

ThemaLearning

ThemaSocial Sciences

ThemaTeaching Methods

Suchergebnisse filtern

Filter anzeigen

Nur zeigen

Geprüft (Peer-Review)
(136)
Mit Volltextzugriff
(140)

Publikationsform

Artikel
(144)
magazinearticle
(2)

Sprache

Englisch
(146)

Erscheinungsjahr

n.n

Thema

11 weitere anzeigen...

Weniger anzeigen...

Menü

Weitere Dienste

Einstellungen

Improving Fraction Understanding in Sixth Graders With Mathematics Difficulties: Effects of a Number Line Approach Combined With Cognitive Learning Strategies

Bridging whole numbers and fractions: problem variations in Chinese mathematics textbook examples

Mathematical Knowledge and Skills as Longitudinal Predictors of Fraction Learning Among Sixth-Grade Students

Evaluation of fraction learning in authentic context using Ubiquitous Fraction App

Parent–Child Math Talk About Fractions During Formal Learning and Guided Play Activities

Impact of a game‐based intervention on fraction learning for fifth‐grade students: A pre‐registered randomized controlled study

Putting Fractions Together

Targeting fraction misconceptions and reducing high confidence errors in an online tutor

Measuring Usable Knowledge: Teachers' Analyses of Mathematics Classroom Videos Predict Teaching Quality and Student Learning

Fraction Intervention for Students With Mathematics Difficulties: Lessons Learned From Five Randomized Controlled Trials

Conceptual mis(understandings) of fractions: From area models to multiple embodiments

Enriching student concept images: Teaching and learning fractions through a multiple-embodiment approach

Toward a Unified Theory of Rational Number Arithmetic

The Effects of Concrete-Representational-Abstract Sequence Instruction on Fractions for Chinese Elementary Students with Mathematics Learning Disabilities

Bob’s Productive Task Engagement in Fractional Reasoning: A Case Study

Improving Children's Knowledge of Fraction Magnitudes

Conceptualizing Mathematically Significant Pedagogical Opportunities to Build on Student Thinking

Pre-service primary Mathematics teachers’ understanding of fractions : an action–process–object–schema perspective

Responding to children’s mathematical thinking in the moment: an emerging framework of teaching moves

Inhibition and cognitive load in fractions and decimals

Is Mathematical Representation of Problems an Evidence-Based Strategy for Students With Mathematics Difficulties?

From (and for) the Invisible 10%: Including Students with Learning Disabilities in Problem-Based Instruction

Strategic competence for multistep fraction word problems: an overlooked aspect of mathematical knowledge for teaching

Changes in students’ self-efficacy when learning a new topic in mathematics: a micro-longitudinal study

"Teaching to the Test" in the NCLB Era: How Test Predictability Affects Our Understanding of Student Performance

Aktive Filter

Suchergebnisse filtern