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Items: 1 to 20 of 163

1.

Learning about the equal sign: does comparing with inequality symbols help?

Hattikudur S, Alibali MW.

J Exp Child Psychol. 2010 Sep;107(1):15-30. doi: 10.1016/j.jecp.2010.03.004. Epub 2010 May 21.

PMID:
20488452
2.

In pursuit of knowledge: comparing self-explanations, concepts, and procedures as pedagogical tools.

Matthews P, Rittle-Johnson B.

J Exp Child Psychol. 2009 Sep;104(1):1-21. doi: 10.1016/j.jecp.2008.08.004. Epub 2008 Oct 19.

PMID:
18937952
3.

Developing procedural flexibility: are novices prepared to learn from comparing procedures?

Rittle-Johnson B, Star JR, Durkin K.

Br J Educ Psychol. 2012 Sep;82(Pt 3):436-55. doi: 10.1111/j.2044-8279.2011.02037.x. Epub 2011 Jun 28.

PMID:
22881048
4.

It pays to compare: an experimental study on computational estimation.

Star JR, Rittle-Johnson B.

J Exp Child Psychol. 2009 Apr;102(4):408-26. doi: 10.1016/j.jecp.2008.11.004. Epub 2009 Jan 14.

PMID:
19147158
5.

An international comparison of grade 6 students' understanding of the equal sign.

Capraro RM, Capraro MM, Yetkiner ZE, Ozel S, Kim HG, Küçük AR.

Psychol Rep. 2010 Feb;106(1):49-53.

PMID:
20402426
6.

Addressing the struggle to link form and understanding in fractions instruction.

Osana HP, Pitsolantis N.

Br J Educ Psychol. 2013 Mar;83(Pt 1):29-56. doi: 10.1111/j.2044-8279.2011.02053.x. Epub 2011 Nov 7.

PMID:
23369174
7.

[The application of new technologies to solving maths problems for students with learning disabilities: the 'underwater school'].

Miranda-Casas A, Marco-Taverner R, Soriano-Ferrer M, Melià de Alba A, Simó-Casañ P.

Rev Neurol. 2008;46 Suppl 1:S59-63. Spanish.

8.

The Effect of Tutoring With Nonstandard Equations for Students With Mathematics Difficulty.

Powell SR, Driver MK, Julian TE.

J Learn Disabil. 2015 Sep-Oct;48(5):523-34. doi: 10.1177/0022219413512613. Epub 2013 Nov 20.

PMID:
24258063
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13.

An alternative time for telling: when conceptual instruction prior to problem solving improves mathematical knowledge.

Fyfe ER, DeCaro MS, Rittle-Johnson B.

Br J Educ Psychol. 2014 Sep;84(Pt 3):502-19. doi: 10.1111/bjep.12035. Epub 2014 Feb 5.

PMID:
24494594
14.

The advantage of simple symbols for learning and transfer.

Sloutsky VM, Kaminski JA, Heckler AF.

Psychon Bull Rev. 2005 Jun;12(3):508-13.

PMID:
16235637
15.

Problem-solving strategies for teaching mathematics to deaf students.

Mousley K, Kelly RR.

Am Ann Deaf. 1998 Oct;143(4):325-36.

PMID:
9842060
16.

[Numbers, counting and calculating problems in view of cognitive neurology].

Márkus A.

Ideggyogy Sz. 2010 Mar 30;63(3-4):95-112. Review. Hungarian.

PMID:
20405666
17.

Early understanding and production of graphic symbols.

Callaghan TC.

Child Dev. 1999 Nov-Dec;70(6):1314-24.

PMID:
10621958
18.

Symbolic arithmetic knowledge without instruction.

Gilmore CK, McCarthy SE, Spelke ES.

Nature. 2007 May 31;447(7144):589-91.

PMID:
17538620
19.

The role of conceptual understanding in children's addition problem solving.

Canobi KH, Reeve RA, Pattison PE.

Dev Psychol. 1998 Sep;34(5):882-91.

PMID:
9779735
20.

Children's understanding of the arithmetic concepts of inversion and associativity.

Robinson KM, Ninowski JE, Gray ML.

J Exp Child Psychol. 2006 Aug;94(4):349-62. Epub 2006 May 3.

PMID:
16674969

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