Zobrazeno 1 - 10
of 28
pro vyhledávání: '"Tim Jay"'
Publikováno v:
Journal of Intelligence, Vol 12, Iss 2, p 22 (2024)
Research has demonstrated positive relationships between fundamental movement skills (FMS) and mathematics achievement in children, and this relationship may be mediated by spatial ability. Engaging in physical activity (PA) may also have positive ou
Externí odkaz:
https://doaj.org/article/1a81090ae4b54169ab4a388454e95321
Publikováno v:
Journal of Intelligence, Vol 11, Iss 5, p 87 (2023)
Research has demonstrated links between sport and mathematics learning, and their relationship with spatial abilities in children. This study explored the association between the development of fundamental movement skills (FMS) and mathematics achiev
Externí odkaz:
https://doaj.org/article/0e0a221419614bd39ea969b2eb6f55e1
Publikováno v:
Frontiers in Education, Vol 4 (2019)
The research team designed and evaluated a mobile game to promote rapid retrieval of arithmetic facts among a group of children aged 7–8 years (n = 97). The design of the game was based on principles drawn from research literature in mathematical c
Externí odkaz:
https://doaj.org/article/015e5c70acc848dc904b1840dbfb8246
Autor:
Alessandro Di Nuovo, Tim Jay
Publikováno v:
Cognitive Computation and Systems (2019)
Numerical cognition is a distinctive component of human intelligence such that the observation of its practice provides a window in high-level brain function. The modelling of numerical abilities in artificial cognitive systems can help to confirm ex
Externí odkaz:
https://doaj.org/article/a116c5f16a7e4fd09ba49fa94f7a7697
Publikováno v:
SAGE Open, Vol 8 (2018)
This article focuses on parents’ experiences and practices supporting children’s mathematics learning. We employ a conceptual framework that makes a distinction between school-centered and parent-centered approaches to parental involvement in chi
Externí odkaz:
https://doaj.org/article/ebfb3e8a2b5f45caa66005aa2bd2e572
Publikováno v:
Education Sciences, Vol 8, Iss 4, p 202 (2018)
‘Mastery’ is central to current policy in mathematics education in England, influenced by East Asian success in transnational assessments. We scrutinise the prospects for mastery pedagogies to improve pupil attainment in English primary schools.
Externí odkaz:
https://doaj.org/article/86cdba7a645946babd6fb3bf0e6c593d