UB Paderborn / Katalog / Suche / in CDI

What explains the relationship between spatial and mathematical skills? A review of evidence from brain and behavior

Psychonomic bulletin & review, 2020-06, Vol.27 (3), p.465-482

2020

Link zum Volltext

Verfügbarkeit prüfen

Effects of Spatial Training on Mathematics Performance: A Meta-Analysis

Developmental psychology, 2022-01, Vol.58 (1), p.112-137

2022

Link zum Volltext

Verfügbarkeit prüfen

Hands‐On: Investigating the role of physical manipulatives in spatial training

Child development, 2023-09, Vol.94 (5), p.1205-1221

2023

Link zum Volltext

Verfügbarkeit prüfen

Why Educational Neuroscience Needs Educational and School Psychology to Effectively Translate Neuroscience to Educational Practice

Frontiers in psychology, 2021-01, Vol.11, p.618449-618449

2021

Link zum Volltext

Verfügbarkeit prüfen

Number symbols are processed more automatically than nonsymbolic numerical magnitudes: Findings from a Symbolic-Nonsymbolic Stroop task

Acta psychologica, 2022-08, Vol.228, p.103644-103644, Article 103644

2022

Link zum Volltext

Verfügbarkeit prüfen

Cognitive Foundations of Early Mathematics: Investigating the Unique Contributions of Numerical, Executive Function, and Spatial Skills

Journal of intelligence, 2023-12, Vol.11 (12), p.221

2023

Link zum Volltext

Verfügbarkeit prüfen

Spatial thinking as the missing piece in mathematics curricula

NPJ science of learning, 2022-06, Vol.7 (1), p.10-10, Article 10

2022

Link zum Volltext

Verfügbarkeit prüfen

Editorial: The Role of Educational Psychology as a Bridge Between Neuroscience and Education

Frontiers in education (Lausanne), 2022-06, Vol.7

2022

Link zum Volltext

Verfügbarkeit prüfen

Symbols Are Special: An fMRI Adaptation Study of Symbolic, Nonsymbolic, and Non-Numerical Magnitude Processing in the Human Brain

Cerebral cortex communications, 2021-07, Vol.2 (3), p.tgab048-tgab048

2021

Link zum Volltext

Verfügbarkeit prüfen

Relations between numerical, spatial, and executive function skills and mathematics achievement: A latent-variable approach

Cognitive psychology, 2019-03, Vol.109, p.68-90

2019

Link zum Volltext

Verfügbarkeit prüfen

Neural underpinnings of numerical and spatial cognition: An fMRI meta-analysis of brain regions associated with symbolic number, arithmetic, and mental rotation

Neuroscience and biobehavioral reviews, 2019-08, Vol.103, p.316-336

2019

Link zum Volltext

Verfügbarkeit prüfen

Enhancing Children's Spatial and Numerical Skills through a Dynamic Spatial Approach to Early Geometry Instruction: Effects of a 32-Week Intervention

Cognition and instruction, 2017-07, Vol.35 (3), p.236-264

2017

Link zum Volltext

Verfügbarkeit prüfen

Kindergarten children's symbolic number comparison skills relates to 1st grade mathematics achievement: Evidence from a two-minute paper-and-pencil test

Learning and instruction, 2019-02, Vol.59, p.21-33

2019

Link zum Volltext

Verfügbarkeit prüfen

What explains sex differences in math anxiety? A closer look at the role of spatial processing

Cognition, 2019-01, Vol.182, p.193-212

2019

Link zum Volltext

Verfügbarkeit prüfen

Enhancing spatial skills through mechanical problem solving

Learning and instruction, 2021-10, Vol.75, p.101496, Article 101496

2021

Link zum Volltext

Verfügbarkeit prüfen

The neural correlates of retrieval and procedural strategies in mental arithmetic: A functional neuroimaging meta‐analysis

Human brain mapping, 2023-01, Vol.44 (1), p.229-244

2023

Link zum Volltext

Verfügbarkeit prüfen

Effects of mental rotation training on children’s spatial and mathematics performance: A randomized controlled study

Trends in neuroscience and education, 2015-09, Vol.4 (3), p.60-68

2015

Link zum Volltext

Verfügbarkeit prüfen

Disentangling the individual and contextual effects of math anxiety: A global perspective

Proceedings of the National Academy of Sciences - PNAS, 2022-02, Vol.119 (7)

2022

Link zum Volltext

Verfügbarkeit prüfen

Making the Executive ‘Function’ for the Foundations of Mathematics: the Need for Explicit Theories of Change for Early Interventions

Educational psychology review, 2023-12, Vol.35 (4), p.110, Article 110

2023

Link zum Volltext

Verfügbarkeit prüfen

The role of 2D and 3D mental rotation in mathematics for young children: what is it? Why does it matter? And what can we do about it?

ZDM, 2015-06, Vol.47 (3), p.331-343

2015

Link zum Volltext

Verfügbarkeit prüfen

Integrating numerical cognition research and mathematics education to strengthen the teaching and learning of early number

British journal of educational psychology, 2021-12, Vol.91 (4), p.1073-1109

2021

Link zum Volltext

Verfügbarkeit prüfen

Choreographing Patterns and Functions

Teaching children mathematics, 2012-12, Vol.19 (5), p.302-309

2012

Link zum Volltext

Verfügbarkeit prüfen

Adapting Japanese Lesson Study to enhance the teaching and learning of geometry and spatial reasoning in early years classrooms: a case study

ZDM, 2015-06, Vol.47 (3), p.377-390

2015

Link zum Volltext

Verfügbarkeit prüfen

Leveraging Number Lines and Unit Fractions to Build Student Understanding: Insights from a Mixed Methods Study

Canadian journal of science, mathematics and technology education, 2023-06, Vol.23 (2), p.322-339

2023

Link zum Volltext

Verfügbarkeit prüfen

Effects of a Teacher‐Designed and Teacher‐Led Numerical Board Game Intervention: A Randomized Controlled Study with 4‐ to 6‐Year‐Olds

Mind, brain and education, 2020-02, Vol.14 (1), p.71-80

2020

Link zum Volltext

Verfügbarkeit prüfen

Menü

Weitere Dienste

Einstellungen

What explains the relationship between spatial and mathematical skills? A review of evidence from brain and behavior

Effects of Spatial Training on Mathematics Performance: A Meta-Analysis

Hands‐On: Investigating the role of physical manipulatives in spatial training

Why Educational Neuroscience Needs Educational and School Psychology to Effectively Translate Neuroscience to Educational Practice

Number symbols are processed more automatically than nonsymbolic numerical magnitudes: Findings from a Symbolic-Nonsymbolic Stroop task

Cognitive Foundations of Early Mathematics: Investigating the Unique Contributions of Numerical, Executive Function, and Spatial Skills

Spatial thinking as the missing piece in mathematics curricula

Editorial: The Role of Educational Psychology as a Bridge Between Neuroscience and Education

Symbols Are Special: An fMRI Adaptation Study of Symbolic, Nonsymbolic, and Non-Numerical Magnitude Processing in the Human Brain

Relations between numerical, spatial, and executive function skills and mathematics achievement: A latent-variable approach

Neural underpinnings of numerical and spatial cognition: An fMRI meta-analysis of brain regions associated with symbolic number, arithmetic, and mental rotation

Enhancing Children's Spatial and Numerical Skills through a Dynamic Spatial Approach to Early Geometry Instruction: Effects of a 32-Week Intervention

Kindergarten children's symbolic number comparison skills relates to 1st grade mathematics achievement: Evidence from a two-minute paper-and-pencil test

What explains sex differences in math anxiety? A closer look at the role of spatial processing

Enhancing spatial skills through mechanical problem solving

The neural correlates of retrieval and procedural strategies in mental arithmetic: A functional neuroimaging meta‐analysis

Effects of mental rotation training on children’s spatial and mathematics performance: A randomized controlled study

Disentangling the individual and contextual effects of math anxiety: A global perspective

Making the Executive ‘Function’ for the Foundations of Mathematics: the Need for Explicit Theories of Change for Early Interventions

The role of 2D and 3D mental rotation in mathematics for young children: what is it? Why does it matter? And what can we do about it?

Integrating numerical cognition research and mathematics education to strengthen the teaching and learning of early number

Choreographing Patterns and Functions

Adapting Japanese Lesson Study to enhance the teaching and learning of geometry and spatial reasoning in early years classrooms: a case study

Leveraging Number Lines and Unit Fractions to Build Student Understanding: Insights from a Mixed Methods Study

Effects of a Teacher‐Designed and Teacher‐Led Numerical Board Game Intervention: A Randomized Controlled Study with 4‐ to 6‐Year‐Olds

Suchergebnisse filtern