-
2
-
-
0343840378
-
Theory of mind development and social understanding
-
Astington, J., and J. Jenkins. 1995. Theory of mind development and social understanding. Cognition and Emotion 9, nos. 2-3: 151-65.
-
(1995)
Cognition and Emotion
, vol.9
, Issue.2-3
, pp. 151-165
-
-
Astington, J.1
Jenkins, J.2
-
6
-
-
0001468616
-
Relationships between counting and cardinality from age 2 to age 8
-
In, ed. J. Bideaud, C. Meljac, and J.-P. Fischer, Hillsdale, NJ: Erlbaum
-
Fuson, K. 1992. Relationships between counting and cardinality from age 2 to age 8. In Pathways to number. Children's developing numerical abilities, ed. J. Bideaud, C. Meljac, and J.-P. Fischer, 127-50. Hillsdale, NJ: Erlbaum.
-
(1992)
Pathways to number. Children's developing numerical abilities
, pp. 127-150
-
-
Fuson, K.1
-
8
-
-
0003581204
-
-
New York: William Morrow
-
Gopnik, A., A. Meltzoff, and P. Kuhl. 1999. The scientist in the crib. Minds, brains, and how children learn. New York: William Morrow.
-
(1999)
The scientist in the crib. Minds, brains, and how children learn
-
-
Gopnik, A.1
Meltzoff, A.2
Kuhl, P.3
-
9
-
-
0002965559
-
Competing paradigms in qualitative research
-
In, ed. N. Denzin and Y. Lincoln, Thousand Oaks, CA: SAGE
-
Guba, E., and Y. Lincoln. 1994. Competing paradigms in qualitative research. In Handbook of qualitative research, ed. N. Denzin and Y. Lincoln, 105-17. Thousand Oaks, CA: SAGE.
-
(1994)
Handbook of qualitative research
, pp. 105-117
-
-
Guba, E.1
Lincoln, Y.2
-
10
-
-
0002923475
-
Data management and analysis methods
-
In, ed. N. Denzin and Y. Lincoln, Thousand Oaks, CA: SAGE
-
Huberman, M., and M. Miles. 1994. Data management and analysis methods. In Handbook of qualitative research, ed. N. Denzin and Y. Lincoln, 428-45. Thousand Oaks, CA: SAGE.
-
(1994)
Handbook of qualitative research
, pp. 428-445
-
-
Huberman, M.1
Miles, M.2
-
12
-
-
0003093717
-
Some implications of pretense for mechanisms underlying the child's theory of mind
-
In, ed. J. Astington, P. Harris, and D. Olson, New York: Cambridge University Press
-
Leslie, A.M. 1988. Some implications of pretense for mechanisms underlying the child's theory of mind. In Developing theories of mind, ed. J. Astington, P. Harris, and D. Olson, 19-46. New York: Cambridge University Press.
-
(1988)
Developing theories of mind
, pp. 19-46
-
-
Leslie, A.M.1
-
15
-
-
0040498455
-
Classes and collections: Conceptual organization and numerical abilities
-
Markman, E. 1979. Classes and collections: Conceptual organization and numerical abilities. Cognitive Psychology 11: 395-411.
-
(1979)
Cognitive Psychology
, vol.11
, pp. 395-411
-
-
Markman, E.1
-
17
-
-
0002431784
-
Persons and representation: Why infant imitation is important for theories of human development
-
In, ed. J. Nadel and G. Butterworth. Cambridge: Cambridge University Press
-
Meltzoff, A., and K. Moore. 1999. Persons and representation: Why infant imitation is important for theories of human development. In Imitation in infancy, ed. J. Nadel and G. Butterworth. Cambridge: Cambridge University Press.
-
(1999)
Imitation in infancy
-
-
Meltzoff, A.1
Moore, K.2
-
18
-
-
79959876154
-
Tanke och handling. Ettåringars utforskande och problemlösande aktiviteter
-
Series from the Faculty of Education, No. 8. Vasa: Åbo Akademi University
-
Öhberg, C. 2004. Tanke och handling. Ettåringars utforskande och problemlösande aktiviteter. [Thought and action. One-year-olds' exploratory and problem-solving activities] Series from the Faculty of Education, No. 8. Vasa: Åbo Akademi University.
-
(2004)
Thought and action. One-year-olds' exploratory and problem-solving activities
-
-
Öhberg, C.1
-
27
-
-
27944494881
-
Beyond discourse and interaction. Variation: A critical aspect for teaching and learning mathematics
-
Runesson, U. 2005. Beyond discourse and interaction. Variation: A critical aspect for teaching and learning mathematics. Cambridge Journal of Education 35: 69-87.
-
(2005)
Cambridge Journal of Education
, vol.35
, pp. 69-87
-
-
Runesson, U.1
-
28
-
-
33749865803
-
What is it possible to learn? On variation as a necessary condition for learning
-
Runesson, U. 2006. What is it possible to learn? On variation as a necessary condition for learning. Scandinavian Journal of Educational Research 50: 397-410.
-
(2006)
Scandinavian Journal of Educational Research
, vol.50
, pp. 397-410
-
-
Runesson, U.1
-
29
-
-
2942741411
-
The object of learning and the space of variation
-
In, ed. F. Marton and P. Morris. Göteborg: Acta Universitatis Gothoburgensis
-
Runesson, U., and F. Marton. 2002. The object of learning and the space of variation. In What matters? Discovering critical conditions of classroom learning, ed. F. Marton and P. Morris. Göteborg: Acta Universitatis Gothoburgensis.
-
(2002)
What matters? Discovering critical conditions of classroom learning
-
-
Runesson, U.1
Marton, F.2
-
30
-
-
0003110401
-
Reflections on doing and teaching mathematics
-
In, ed. A. Schoenfeld. Hillsdale, NJ: Erlbaum
-
Schoenfeld, A. 1994. Reflections on doing and teaching mathematics. In Mathematical thinking and problem solving, ed. A. Schoenfeld. Hillsdale, NJ: Erlbaum.
-
(1994)
Mathematical thinking and problem solving
-
-
Schoenfeld, A.1
|