Zobrazeno 1 - 10
of 11
pro vyhledávání: '"Jody Sherman"'
Autor:
Emmanuelle Adrien, Helena P. Osana, Rebecca Watchorn Kong, Jeffrey Bisanz, Jody Sherman LeVos
Publikováno v:
Journal of Numerical Cognition, Vol 7, Iss 2, Pp 104-124 (2021)
The present correlational study examined third- and fourth-graders’ (N = 56) knowledge of mathematical equivalence after classroom instruction on the equal sign. Three distinct learning trajectories of student equivalence knowledge were compared: t
Externí odkaz:
https://doaj.org/article/f0ab3e9afb6941ad8207107f4b525481
Autor:
Helena P. Osana, Jeffrey Bisanz, Jody Sherman LeVos, Emmanuelle Adrien, Rebecca Watchorn Kong
Publikováno v:
Journal of Numerical Cognition, Vol 7, Iss 2, Pp 104-124 (2021)
The present correlational study examined third- and fourth-graders’ (N = 56) knowledge of mathematical equivalence after classroom instruction on the equal sign. Three distinct learning trajectories of student equivalence knowledge were compared: t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0a68d23cca637af50a5f58e784dcfebf
https://doi.org/10.5964/jnc.6913
https://doi.org/10.5964/jnc.6913
Autor:
Merle Kennedy, Lola Baydala, Jody Sherman, Jeffrey Bisanz, Julianna Charchun, June Birch, Carmen Rasmussen, Erik Wikman
Publikováno v:
Canadian Journal of School Psychology. 24:19-33
The authors explored the relationship between measures of self-belief, behavioural development, and academic achievement in Canadian Aboriginal children. Standardized measures of intelligence are unable to consistently predict academic achievement in
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c9b3c3f4735e18593b75853ae82d6015
https://doi.org/10.1177/0829573509332243
https://doi.org/10.1177/0829573509332243
Publikováno v:
Mathematical Thinking and Learning. 11:10-24
The principle of inversion, that a + b − b must equal a, is a fundamental property of conventional arithmetic. Exploring how children use and understand the principle of inversion can provide important insights about the development of mathematical
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::34d129f3c2ad1faa8b0516e6ac35c677
https://doi.org/10.1080/10986060802583907
https://doi.org/10.1080/10986060802583907
Autor:
Jody Sherman, Jeffrey Bisanz
Publikováno v:
Journal of Educational Psychology. 101:88-100
Children's failure on equivalence problems (e.g., 5 + 4 = 7 + _) is believed to be the result of misunderstanding the equal sign and has been tested using symbolic problems (including " = "). For Study I (N = 48), we designed a nonsymbolic method for
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::917681c75c271282e155814d9bdf1fce
https://doi.org/10.1037/a0013156
https://doi.org/10.1037/a0013156
Publikováno v:
Educational Research. 50:347-360
Background: Attention Deficit/Hyperactivity Disorder (ADHD) is a common disorder known to be associated with behavioural and academic difficulties. Several treatment options are available for children with ADHD, such as medication and behavioural the
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::14a0c8b717a66935e2d748386b451fbc
https://doi.org/10.1080/00131880802499803
https://doi.org/10.1080/00131880802499803
Autor:
Jeffrey Bisanz, Jody Sherman
Publikováno v:
Journal of Cognition and Development. 8:333-344
The principle of inversion—that a + b − b must equal a—requires a sensitivity to the relation between addition and subtraction that is critical for understanding arithmetic. Use of inversion, albeit inconsistent, has been observed in school-age
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9f2ee4a05fb7f793e6216d199f17efc4
https://doi.org/10.1080/15248370701446798
https://doi.org/10.1080/15248370701446798
Publikováno v:
Childhood Education. 82:196-200
(2006). Thinking Positively: How Some Characteristics of ADHD Can Be Adaptive and Accepted in the Classroom. Childhood Education: Vol. 82, No. 4, pp. 196-200.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6835480218945dfa734e12f009a7a65f
https://doi.org/10.1080/00094056.2006.10522822
https://doi.org/10.1080/00094056.2006.10522822
Publikováno v:
Journal of Attention Disorders. 9:642-647
Objective: The authors examine how many Aboriginal children attending two reservation-based elementary schools in Northern Alberta, Canada, would demonstrate symptoms associated with ADHD using standardized parent and teacher questionnaires. Method:
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::cb0b5613fbe0334f9750f1594800f9a4
https://doi.org/10.1177/1087054705284246
https://doi.org/10.1177/1087054705284246
Autor:
Elena Nicoladis, Jody Sherman
Publikováno v:
Gesture. 4:143-156
We examined the role of deictic (i.e., point) and symbolic (i.e., imagistic) gestures in advanced Spanish-English second-language learners to determine whether the role of gestures is consistent with that of intermediate second-language learners (i.e
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::accf84914587abefcf8ad857c7d25cfb
https://doi.org/10.1075/gest.4.2.03she
https://doi.org/10.1075/gest.4.2.03she