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The Array Representation and Primary Children's Understanding and Reasoning in Multiplication

Educational studies in mathematics, 2009-04, Vol.70 (3), p.217-241

2009

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An Overview of Significant Influences and Formative Experiences on the Development of Adults' Environmental Awareness in Nine Countries

Environmental education research, 1998-11, Vol.4 (4), p.445-464

1998

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Exploring Links across Representations of Numbers with Young Children

International Journal for Technology in Mathematics Education, 2006-04, Vol.13 (2), p.53

2006

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Significant Life Experiences and Formative Influences on the Development of Adults' Environmental Awareness in the UK, Australia and Canada

Environmental education research, 1999-05, Vol.5 (2), p.181-200

1999

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The development of children's understanding of distant places and environmental issues: report of a UK longitudinal study of the development of ideas between the ages of 4 and 10 years

Research papers in education, 2004-06, Vol.19 (2), p.205-237

2004

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Influences and Experiences Affecting the Pro-environmental Behaviour of Educators

Environmental education research, 1996-02, Vol.2 (1), p.109-121

1996

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Significant Influences on the Development of Adults' Environmental Awareness in the UK, Slovenia and Greece

Environmental education research, 1998-11, Vol.4 (4), p.429-444

1998

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Thinking about waste: Development of English and Polish children's understanding of concepts related to waste management

European early childhood education research journal, 2003-01, Vol.11 (2), p.117-139

2003

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How Do They Do It? Children's Informal Methods of Addition and Subtraction

Mathematics in school, 1995-01, Vol.24 (1), p.43-45

Suggate, Jennifer

1995

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How Do They Do It?

Mathematics in school, 1995-01, Vol.24 (1), p.43

Suggate, Jennifer

1995

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Developing Student Teachers' Understanding of Algebra and Proof

Mathematics teaching, 2000-09 (172), p.18

2000

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Environmental Cognition: early ideas and misconceptions at the ages of four and six

Environmental education research, 1996-10, Vol.2 (3), p.301-329

1996

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The number knowledge of four to five year olds at school entry and at the end of their first year

European early childhood education research journal, 1997-01, Vol.5 (2), p.85-101

1997

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The use of visual images of computer programs for primary school mathematics

Suggate, Jennifer

1993

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Emerging knowledge of distant environments: An international study of four and six year olds in England, Slovenia and Greece

European early childhood education research journal, 1999-01, Vol.7 (2), p.17-38

1999

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Cognition embodied: Mental rotation is faster for objects that imply a greater body-object interaction

Journal of cognitive psychology (Hove, England), 2019-11, Vol.31 (8), p.876-890

2019

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Children’s oral narrative and reading skills in the first 3 years of reading instruction

Reading & writing, 2010-07, Vol.23 (6), p.627-644

2010

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The Array Representation and Primary Children's Understanding and Reasoning in Multiplication

An Overview of Significant Influences and Formative Experiences on the Development of Adults' Environmental Awareness in Nine Countries

Exploring Links across Representations of Numbers with Young Children

Significant Life Experiences and Formative Influences on the Development of Adults' Environmental Awareness in the UK, Australia and Canada

The development of children's understanding of distant places and environmental issues: report of a UK longitudinal study of the development of ideas between the ages of 4 and 10 years

Influences and Experiences Affecting the Pro-environmental Behaviour of Educators

Significant Influences on the Development of Adults' Environmental Awareness in the UK, Slovenia and Greece

Thinking about waste: Development of English and Polish children's understanding of concepts related to waste management

How Do They Do It? Children's Informal Methods of Addition and Subtraction

How Do They Do It?

Developing Student Teachers' Understanding of Algebra and Proof

Environmental Cognition: early ideas and misconceptions at the ages of four and six

The number knowledge of four to five year olds at school entry and at the end of their first year

The use of visual images of computer programs for primary school mathematics

Emerging knowledge of distant environments: An international study of four and six year olds in England, Slovenia and Greece

Cognition embodied: Mental rotation is faster for objects that imply a greater body-object interaction

Children’s oral narrative and reading skills in the first 3 years of reading instruction

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