Works matching IS 13079298 AND DT 2022 AND VI 14 AND IP 3
Results: 18
How a Measuring Perspective Influences Pre-service Teachers' Reasoning about Fractions with Discrete and Continuous Models.
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- International Electronic Journal of Elementary Education, 2022, v. 14, n. 3, p. 441, doi. 10.26822/iejee.2022.255
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- Article
Can Music Support Calculation Skills? A Pilot Study Using Electrophysiological Measures.
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- International Electronic Journal of Elementary Education, 2022, v. 14, n. 3, p. 427, doi. 10.26822/iejee.2022.254
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Examining Elementary School Teachers' Perceptions of and Use of Formative Assessment in Mathematics.
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- International Electronic Journal of Elementary Education, 2022, v. 14, n. 3, p. 417, doi. 10.26822/iejee.2022.253
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- Article
Using a Touch Point Instructional Package to Teach Subtraction Skills to German Elementary Students At-Risk for LD.
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- International Electronic Journal of Elementary Education, 2022, v. 14, n. 3, p. 405, doi. 10.26822/iejee.2022.252
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An Instructional Design for The Improvement of Counting Skills in 3-Year-Old Children.
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- International Electronic Journal of Elementary Education, 2022, v. 14, n. 3, p. 387, doi. 10.26822/iejee.2022.251
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- Article
Statistics Anxiety in Flanders: Exploring Its Level, Antecedents, and Performance Impact Across Professional and Academic Bachelor Programs in Psychology.
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- International Electronic Journal of Elementary Education, 2022, v. 14, n. 3, p. 363, doi. 10.26822/iejee.2022.250
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- Article
Zero - an Uncommon Number: Preschoolers' Conceptual Understanding of Zero.
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- International Electronic Journal of Elementary Education, 2022, v. 14, n. 3, p. 353, doi. 10.26822/iejee.2022.249
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Predicting Mathematical Learning Difficulties Status: The Role of Domain-Specific and Domain-General Skills.
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- International Electronic Journal of Elementary Education, 2022, v. 14, n. 3, p. 335, doi. 10.26822/iejee.2022.248
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Examination of Home-Based Number and Operation Training Program on Early Mathematics Ability and Mother-Child Relationship.
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- International Electronic Journal of Elementary Education, 2022, v. 14, n. 3, p. 319, doi. 10.26822/iejee.2022.247
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The Effects of a Computer-Based Mathematics Intervention in Primary School Students with and Without Emotional and Behavioral Difficulties.
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- International Electronic Journal of Elementary Education, 2022, v. 14, n. 3, p. 303, doi. 10.26822/iejee.2022.246
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How Do We Learn Mathematics? A Framework for a Theoretical and Practical Model.
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- International Electronic Journal of Elementary Education, 2022, v. 14, n. 3, p. 295, doi. 10.26822/iejee.2022.245
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Investigation of the Relationship between Academic Competencies and Social Information Processing of 60-72 Month-Old Children.
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- International Electronic Journal of Elementary Education, 2022, v. 14, n. 3, p. 283, doi. 10.26822/iejee.2022.244
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- Article
Elementary Students' Exploration of the Structure of a Word Problem Using Representations.
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- International Electronic Journal of Elementary Education, 2022, v. 14, n. 3, p. 269, doi. 10.26822/iejee.2022.243
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- Article
Screening for Characteristics of Dyscalculia: Identifying Unconventional Fraction Understandings.
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- International Electronic Journal of Elementary Education, 2022, v. 14, n. 3, p. 243, doi. 10.26822/iejee.2022.242
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- Article
The Heterogeneity of Mathematical Learning Disabilities: Consequences for Research and Practice.
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- International Electronic Journal of Elementary Education, 2022, v. 14, n. 3, p. 227, doi. 10.26822/iejee.2022.241
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- Article
Math Learning in Grade-4 and 5: What Can We Learn Form The Opportunity-Propensity Model?
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- International Electronic Journal of Elementary Education, 2022, v. 14, n. 3, p. 213, doi. 10.26822/iejee.2022.240
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- Article
Spatial Working Memory Counts: Evidence for a Specific Association Between Visuo-spatial Working Memory and Arithmetic in Children.
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- International Electronic Journal of Elementary Education, 2022, v. 14, n. 3, p. 199, doi. 10.26822/iejee.2022.239
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- Article
Typical and Atypical Mathematics Learning: What Do We Learn From Recent Studies?
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- International Electronic Journal of Elementary Education, 2022, v. 14, n. 3, p. 195, doi. 10.26822/iejee.2022.238
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- Article