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pro vyhledávání: '"Early number"'
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Akademický článek
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Autor:
Christophe Dierendonck, Anne-Françoise de Chambrier, Annick Fagnant, Christophe Luxembourger, Mélanie Tinnes-Vigne, Débora Poncelet
Publikováno v:
Frontiers in Psychology, Vol 12 (2021)
The few studies that have analyzed the factorial structure of early number skills have mainly used confirmatory factor analysis (CFA) and have yielded inconsistent results, since early numeracy is considered to be unidimensional, multidimensional or
Externí odkaz:
https://doaj.org/article/81d7b755b5754e398c946b93b624be3c
Autor:
Caroline Hilton
Publikováno v:
Frontiers in Education, Vol 4 (2019)
There is very little research on cognitive outcomes and challenges for children with Apert syndrome. This paper describes the findings of a 2½-year longitudinal exploration of the development of arithmetic skills in 10 children with Apert syndrome,
Externí odkaz:
https://doaj.org/article/8ac9736b15a64b9f8892a711867f4ff1
Autor:
Alf Coles, Nathalie Sinclair
Publikováno v:
Journal of Numerical Cognition, Vol 4, Iss 1, Pp 136-158 (2018)
In this article we suggest that, notwithstanding noted differences, one unmarked similarity across psychology and mathematics education is the continued dominance of the view that there is a ‘normal’ path of development. We focus particularly on
Externí odkaz:
https://doaj.org/article/016e88d97e494f7ea9eda043b143cd2c
Publikováno v:
Journal for Research in Mathematics Education, 1998 Jul 01. 29(4), 443-464.
Externí odkaz:
https://www.jstor.org/stable/749861
Autor:
Wiegel, Heide G.
Publikováno v:
Journal for Research in Mathematics Education, 1998 Mar 01. 29(2), 202-224.
Externí odkaz:
https://www.jstor.org/stable/749899
Publikováno v:
Journal for Research in Mathematics Education, 1998 Mar 01. 29(2), 164-183.
Externí odkaz:
https://www.jstor.org/stable/749897
Autor:
Bronwyn Ewing
Publikováno v:
Cogent Education, Vol 3, Iss 1 (2016)
This research paper reports on phase one of an investigation of video recorded intensive one-to-one teaching interactions with 6–7-year-old students who were in their second year of schooling in Australia and identified by the their teacher as low
Externí odkaz:
https://doaj.org/article/650fcc833dc043e29e1ba47c838155c1
Publikováno v:
Frontiers in Psychology, Vol 9 (2018)
Early number skills underlie success in basic arithmetic. However, very little is known about the skill profiles among children in preprimary education and how the potential profiles are related to arithmetic development. This longitudinal study of 4
Externí odkaz:
https://doaj.org/article/8c038585998946bd87fb23cd7760cf1f