Zobrazeno 1 - 10
of 24
pro vyhledávání: '"James M. Moser"'
Autor:
Thomas P. Carpenter, James M. Moser
Publikováno v:
Addition and Subtraction ISBN: 9781003046585
A tacit assumption of most school mathematics programs is that addition and subtraction are best introduced through physical or pictorial representations of joining or separating sets of objects. Another common assumption is that verbal problems are
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::7d52aefe9acb253c03c9239ce0aa087e
https://doi.org/10.4324/9781003046585-2
https://doi.org/10.4324/9781003046585-2
A hallmark of much of the research on children's thinking in the 1970s had been the focus on explicit content domains. Much of this research had been represented by an eclectic collection of studies sampled from a variety of disciplines and content a
Autor:
James M. Moser
Publikováno v:
Journal for Research in Mathematics Education. 13:233-238
The Psychology of Mathematics for Instruction is a text that should be in the professional library of every mathematics educator and researcher. The text does accomplish the purpose of its authors, that is, “to give shape and direction to an emergi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6168b5242a85cca968f88b3d898abb41
https://doi.org/10.5951/jresematheduc.13.3.0233
https://doi.org/10.5951/jresematheduc.13.3.0233
Autor:
Thomas P. Carpenter, James M. Moser
Publikováno v:
Journal for Research in Mathematics Education. 15:179-202
Children's solutions to simple addition and subtraction word problems were studied in a 3-year longitudinal study that followed 88 children from Grades 1 through 3. The children were able to solve the problems using a variety of modeling and counting
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::4399fc871cc46e2fe5d67aafe8f2b67d
https://doi.org/10.5951/jresematheduc.15.3.0179
https://doi.org/10.5951/jresematheduc.15.3.0179
Autor:
James M. Moser
Publikováno v:
The Mathematics Teacher. 78:598-604
Because the statement of the problem has a very appealing simplicity—it is very succinct, lacks nuances and tricky conditions, and is easy to understand—one might assume that the solution would be equally forthright and clear.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::221d26e29bad9f6ad970f9b11555e432
https://doi.org/10.5951/mt.78.8.0598
https://doi.org/10.5951/mt.78.8.0598
Publikováno v:
Journal for Research in Mathematics Education. 13:83-98
This study investigated the relationships between first-grade children's performance on Piagetian logical reasoning tasks and an information processing task, and the processes they used to solve verbal addition and subtraction problems. The problems
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3c38bf74eef336fe576ee6502ded4659
https://doi.org/10.5951/jresematheduc.13.2.0083
https://doi.org/10.5951/jresematheduc.13.2.0083
Autor:
James M. Moser
Publikováno v:
The Arithmetic Teacher. 18:301-305
Now serving as a research scientist with the Developing Mathematical Processes curriculum project at the Wisconsin Research and Development Center for Cognitive Learning, James Moser was formerly associate professor of mathematics and education at th
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3016643eeb3559b4108081a63b22aaf9
https://doi.org/10.5951/at.18.5.0301
https://doi.org/10.5951/at.18.5.0301
Publikováno v:
The American Journal of Medicine. 38:306-315
Physiological and clinical studies were performed on a twelve year old girl with persistent hypernatremia following loss of thirst due to a pinealoma involving the anterior hypothalamus. Serum sodium levels ranged from 159 to 188 mEq. per L. for one
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::74bc593f44ffd541580cf9314d13c6de
https://doi.org/10.1016/0002-9343(65)90185-3
https://doi.org/10.1016/0002-9343(65)90185-3
Autor:
James M. Moser
Publikováno v:
School Science and Mathematics. 67:217-220
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5f9f134de6d2ddfa38fee273090dd37f
https://doi.org/10.1111/j.1949-8594.1967.tb15146.x
https://doi.org/10.1111/j.1949-8594.1967.tb15146.x