Zobrazeno 1 - 10
of 944
pro vyhledávání: '"Mathematical skill"'
Akademický článek
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Publikováno v:
Journal of Numerical Cognition, Vol 5, Iss 3, Pp 262-282 (2019)
Symbolic number knowledge is strongly related to mathematical performance for both children and adults. We present a model of symbolic number relations in which increasing skill is a function of hierarchical integration of symbolic associations. We t
Externí odkaz:
https://doaj.org/article/3ed277db9a074d2091d4df778f25bdb9
Akademický článek
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K zobrazení výsledku je třeba se přihlásit.
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Autor:
Sahat Saragih, Rahmiyana
Publikováno v:
Jurnal Pendidikan dan Kebudayaan, Vol 19, Iss 2, Pp 174-188 (2016)
This research is aims to convinced: if the increase of students’ mathematical communication skills in through STAD cooperative learning is higher than those who taken direct learning and there is interaction between models of learning and increasin
Externí odkaz:
https://doaj.org/article/54afb5e289a347b299d99afb3b3d1513
Autor:
Leiv Opstad
Publikováno v:
Volume: 8, Issue: 4 785-800
International Journal of Assessment Tools in Education
International Journal of Assessment Tools in Education (IJATE)
International Journal of Assessment Tools in Education
International Journal of Assessment Tools in Education (IJATE)
If the ranking of students is based on grade scores independent of the selected college or university, it is critical to have an equal national measurement standard. It is a challenge to ensure this if there is a substantial difference in the composi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3300bd4e8d2c10dc2cf8e309abf8a126
https://doi.org/10.21449/ijate.902699
https://doi.org/10.21449/ijate.902699
Autor:
Georgieva, Desislava
Publikováno v:
Математика и информатика / Mathematics and Informatics. 58(6):582-592
Externí odkaz:
https://www.ceeol.com/search/article-detail?id=762540
Publikováno v:
Royal Society Open Science, Vol 5, Iss 8 (2018)
Interactions between the ways we process space, numbers and time may arise from shared and innate generic magnitude representations. Alternatively or concurrently, such interactions could be due to the use of physical magnitudes, like spatial extent,
Externí odkaz:
https://doaj.org/article/abf9fd8960b74227b3328658ad33d1e8
Autor:
Sheryl A. Sorby, Colleen M. Ganley, David H. Uttal, Terri Pigott, Elyssa A. Geer, Jason Richard Power, Kinnari Atit, Jihyun Lee
Publikováno v:
Psychonomic Bulletin & Review. 29:699-720
Much recent research has focused on the relation between spatial skills and mathematical skills, which has resulted in widely reported links between these two skill sets. However, the magnitude of this relation is unclear. Furthermore, it is of inter
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::73ca43cd5f439068e9f77383b856fb99
https://doi.org/10.3758/s13423-021-02012-w
https://doi.org/10.3758/s13423-021-02012-w
Autor:
Okpanachi David
Publikováno v:
International Journal of Advanced Research. 9:1022-1026
Mathematics remains an essential part of the education system in the educational landscape of Nigeria. It is a compulsory subject at all levels of education and a prerequisite for academic transition. Thus, proficiency in the basic concepts of mathem
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::5e6bb2517a5fb586ba651b45d1f2e71e
https://doi.org/10.21474/ijar01/13644
https://doi.org/10.21474/ijar01/13644
Autor:
Diana Carolina Soler Cifuentes, Jenny Consuelo Mahecha Escobar, Erika Liliana Viancha Rincón, Francisco Conejo Carrasco
Publikováno v:
Revista Electrónica en Educación y Pedagogía, Vol 5, Iss 9, Pp 68-82 (2021)
Este artículo parte de la problemática evidenciada en los procesos de aprendizaje en habilidades matemáticas, así como procesos metacognitivos con falta de autorregulación y autogestión, estableciendo la necesidad de comprender qué procesos pu
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ea27687d14d60b7bf8249207d7c6f7f3
https://doi.org/10.15658/rev.electron.educ.pedagog21.11050906
https://doi.org/10.15658/rev.electron.educ.pedagog21.11050906