-
1
-
-
85065689686
-
The relationship between initial meaningful and mechanical knowledge of arithmetic
-
J. Hiebert (Ed.), Hillsdale, NJ: Erlbaum
-
Baroody, A.J., & Ginsburg, H.P. (1986). The relationship between initial meaningful and mechanical knowledge of arithmetic. In J. Hiebert (Ed.), Conceptual and procedural knowledge: The case of mathematics (pp. 75-112). Hillsdale, NJ: Erlbaum.
-
(1986)
Conceptual and Procedural Knowledge: The Case of Mathematics
, pp. 75-112
-
-
Baroody, A.J.1
Ginsburg, H.P.2
-
2
-
-
0000862217
-
A program for fitting two-phase segmented curve models with an unknown change point, with an application to the analysis of strategy shifts in a cognitive task
-
Beem, A.L. (1995a). A program for fitting two-phase segmented curve models with an unknown change point, with an application to the analysis of strategy shifts in a cognitive task. Behavior Research Methods, Instruments, & Computers, 27, 392-399.
-
(1995)
Behavior Research Methods, Instruments, & Computers
, vol.27
, pp. 392-399
-
-
Beem, A.L.1
-
4
-
-
85084876530
-
Mathematics teaching and learning
-
D.C. Berliner & R. Calfee (Eds.), New York: Macmillan
-
De Corte, E., Greer, B., & Verschaffel, L. (1996). Mathematics teaching and learning. In D.C. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 491-549). New York: Macmillan.
-
(1996)
Handbook of Educational Psychology
, pp. 491-549
-
-
De Corte, E.1
Greer, B.2
Verschaffel, L.3
-
6
-
-
0002776706
-
Research on whole number addition and subtraction
-
D.A. Grouws (Ed.), New York: Macmillan
-
Fuson, K.C. (1992). Research on whole number addition and subtraction. In D.A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 243-275). New York: Macmillan.
-
(1992)
Handbook of Research on Mathematics Teaching and Learning
, pp. 243-275
-
-
Fuson, K.C.1
-
7
-
-
0000974589
-
Cognitive addition: Strategy choice and speed-of-processing difference in gifted, normal and mathematically disabled children
-
Geary, D.C., & Brown, S.C. (1991). Cognitive addition: strategy choice and speed-of-processing difference in gifted, normal and mathematically disabled children. Developmental Psychology, 27, 398-406.
-
(1991)
Developmental Psychology
, vol.27
, pp. 398-406
-
-
Geary, D.C.1
Brown, S.C.2
-
10
-
-
0001611689
-
A theory of antagonistic strategies
-
E. De Corte, H. Lodewijks, R. Parmentier, & P. Span (Eds.), Oxford: Pergamon
-
Ippel, M.J., & Beem, A.L. (1987). A theory of antagonistic strategies. In E. De Corte, H. Lodewijks, R. Parmentier, & P. Span (Eds.), Learning and instruction: European research in an international context (pp. 111-121). Oxford: Pergamon.
-
(1987)
Learning and Instruction: European Research in an International Context
, pp. 111-121
-
-
Ippel, M.J.1
Beem, A.L.2
-
11
-
-
0038247248
-
The development of procedural and conceptual knowledge in computational estimation
-
Lefevre, J.-A., Greenham, S.L., & Waheed, N. (1993). The development of procedural and conceptual knowledge in computational estimation. Cognition and Instruction, II, 95-132.
-
(1993)
Cognition and Instruction
, vol.2
, pp. 95-132
-
-
Lefevre, J.-A.1
Greenham, S.L.2
Waheed, N.3
-
12
-
-
0029264068
-
Four aspects of strategic change: Contributions to children's learning of multiplication
-
Lemaire, P., & Siegler, R.S. (1995). Four aspects of strategic change: Contributions to children's learning of multiplication. Journal of Experimental Psychology: General, 124, 83-97.
-
(1995)
Journal of Experimental Psychology: General
, vol.124
, pp. 83-97
-
-
Lemaire, P.1
Siegler, R.S.2
-
13
-
-
0003425267
-
-
Reston, VA: National Council of Teachers of Mathematics
-
National Council of Teachers of Mathematics (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
-
(1989)
Curriculum and Evaluation Standards for School Mathematics
-
-
-
14
-
-
0039393559
-
Children's numerical estimation: Flexibility in the use of counting
-
Newman, R.S., & Berger, C.F. (1984). Children's numerical estimation: Flexibility in the use of counting. Journal of Educational Psychology, 76, 55-64.
-
(1984)
Journal of Educational Psychology
, vol.76
, pp. 55-64
-
-
Newman, R.S.1
Berger, C.F.2
-
15
-
-
0002242225
-
Learning to think mathematically: Problem solving, metacognition, and sense-making in mathematics
-
D.A. Grouws (Ed.), New York: Macmillan
-
Schoenfeld, A.H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense-making in mathematics. In D.A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 334-370). New York: Macmillan.
-
(1992)
Handbook of Research on Mathematics Teaching and Learning
, pp. 334-370
-
-
Schoenfeld, A.H.1
-
16
-
-
0000933783
-
The perils of averaging data over strategies: An example of children's addition
-
Siegler, R.S. (1987). The perils of averaging data over strategies: An example of children's addition. Journal of Experimental Psychology: General, 116, 250-264.
-
(1987)
Journal of Experimental Psychology: General
, vol.116
, pp. 250-264
-
-
Siegler, R.S.1
-
17
-
-
0024060179
-
Individual differences in strategy choices
-
Siegler, R.S. (1988). Individual differences in strategy choices. Child Development, 59, 833-851.
-
(1988)
Child Development
, vol.59
, pp. 833-851
-
-
Siegler, R.S.1
-
19
-
-
0000360309
-
Strategy choices in addition and subtraction: How do children know what to do?
-
C. Sophian (Ed.), Hillsdale, NJ: Erlbaum
-
Siegler, R.S., & Schrager, J. (1984). Strategy choices in addition and subtraction: How do children know what to do? In C. Sophian (Ed.), Origins of cognitive skill (pp. 229-293). Hillsdale, NJ: Erlbaum.
-
(1984)
Origins of Cognitive Skill
, pp. 229-293
-
-
Siegler, R.S.1
Schrager, J.2
-
20
-
-
0002865694
-
Variation, selection, and cognitive change
-
G. Halford & T. Simon (Eds), Hillsdale, NJ: Erlbaum
-
Siegler, R.S., & Shipley, C. (1995). Variation, selection, and cognitive change. In G. Halford & T. Simon (Eds), Developing cognitive competence: New approaches to process modeling (pp. 31-76). Hillsdale, NJ: Erlbaum.
-
(1995)
Developing Cognitive Competence: New Approaches to Process Modeling
, pp. 31-76
-
-
Siegler, R.S.1
Shipley, C.2
-
23
-
-
0027961585
-
Why are small and large numbers enumerated differently? A limited-capacity preattentive stage in vision
-
Trick L.M., & Psylyshyn, Z.W. (1994). Why are small and large numbers enumerated differently? A limited-capacity preattentive stage in vision. Psychological Review, 101, 80-102
-
(1994)
Psychological Review
, vol.101
, pp. 80-102
-
-
Trick, L.M.1
Psylyshyn, Z.W.2
-
24
-
-
0012665188
-
Number and arithmetic
-
A. Bishop, K. Clements, C. Keitel, J. Kilpatrick, & C. Laborde (Eds.). Dordrecht: Kluwer
-
Verschaffel, L., & De Corte, E. (1996). Number and arithmetic. In A. Bishop, K. Clements, C. Keitel, J. Kilpatrick, & C. Laborde (Eds.), International handbook of mathematics education. Part 1 (pp. 99-138). Dordrecht: Kluwer.
-
(1996)
International Handbook of Mathematics Education
, Issue.PART 1
, pp. 99-138
-
-
Verschaffel, L.1
De Corte, E.2
-
25
-
-
0039985720
-
Clever rearrangement strategies in children's mental arithmetic: A confrontation of eye-movement data and verbal protocols
-
H. Van Luit (Ed.), Doetinchem/Rapallo: Graviant
-
Verschaffel, L., De Corte, E., Gielen, I., & Struyf, E. (1994). Clever rearrangement strategies in children's mental arithmetic: A confrontation of eye-movement data and verbal protocols. In H. Van Luit (Ed.), Research on mathematics learning and instruction in (special) primary schools (pp. 153-180). Doetinchem/Rapallo: Graviant.
-
(1994)
Research on Mathematics Learning and Instruction in (Special) Primary Schools
, pp. 153-180
-
-
Verschaffel, L.1
De Corte, E.2
Gielen, I.3
Struyf, E.4
|