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You searched for subject:(Number sense). Showing records 1 – 30 of 106 total matches.

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University of Namibia

1. Potgieter, Elsaben C. Exploring the use of manipulatives in teaching number sense in Grade 2: Oshana region, Namibia .

Degree: 2015, University of Namibia

 The main purpose of this study was to establish how selected Grade 2 teachers in the Oshana Region used manipulatives when teaching number sense aspects… (more)

Subjects/Keywords: Manipulatives ; Number sense

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APA (6th Edition):

Potgieter, E. C. (2015). Exploring the use of manipulatives in teaching number sense in Grade 2: Oshana region, Namibia . (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/1990

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Potgieter, Elsaben C. “Exploring the use of manipulatives in teaching number sense in Grade 2: Oshana region, Namibia .” 2015. Thesis, University of Namibia. Accessed October 16, 2019. http://hdl.handle.net/11070/1990.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Potgieter, Elsaben C. “Exploring the use of manipulatives in teaching number sense in Grade 2: Oshana region, Namibia .” 2015. Web. 16 Oct 2019.

Vancouver:

Potgieter EC. Exploring the use of manipulatives in teaching number sense in Grade 2: Oshana region, Namibia . [Internet] [Thesis]. University of Namibia; 2015. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/11070/1990.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Potgieter EC. Exploring the use of manipulatives in teaching number sense in Grade 2: Oshana region, Namibia . [Thesis]. University of Namibia; 2015. Available from: http://hdl.handle.net/11070/1990

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

2. Nichols, Preston. Effects of Mathematics Instruction with a Focus on Meta-cognition and Number Sense .

Degree: 2013, California State University – San Marcos

 The question posed by this study is whether math instruction with a focus on meta-cognition and number sense can raise achievement, especially for students who… (more)

Subjects/Keywords: mathematics; metacognition; number sense

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APA (6th Edition):

Nichols, P. (2013). Effects of Mathematics Instruction with a Focus on Meta-cognition and Number Sense . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/352

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Nichols, Preston. “Effects of Mathematics Instruction with a Focus on Meta-cognition and Number Sense .” 2013. Thesis, California State University – San Marcos. Accessed October 16, 2019. http://hdl.handle.net/10211.8/352.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Nichols, Preston. “Effects of Mathematics Instruction with a Focus on Meta-cognition and Number Sense .” 2013. Web. 16 Oct 2019.

Vancouver:

Nichols P. Effects of Mathematics Instruction with a Focus on Meta-cognition and Number Sense . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/10211.8/352.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nichols P. Effects of Mathematics Instruction with a Focus on Meta-cognition and Number Sense . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/352

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

3. Johansson, Karin. Med perspektiv på taluppfattning : Studie om lärares arbete med elever i svårigheter med grundläggande taluppfattning.

Degree: Science and Mathematics Education, 2009, Umeå University

  En god taluppfattning är grunden till matematisk förståelse som eleven skall bygga sina kunskaper på. Utan en god grund i taluppfattning uppstår svårigheter för… (more)

Subjects/Keywords: Taluppfattning; number sense; åtgärdsprogram; kartläggningar

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APA (6th Edition):

Johansson, K. (2009). Med perspektiv på taluppfattning : Studie om lärares arbete med elever i svårigheter med grundläggande taluppfattning. (Thesis). Umeå University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-32141

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Johansson, Karin. “Med perspektiv på taluppfattning : Studie om lärares arbete med elever i svårigheter med grundläggande taluppfattning.” 2009. Thesis, Umeå University. Accessed October 16, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-32141.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Johansson, Karin. “Med perspektiv på taluppfattning : Studie om lärares arbete med elever i svårigheter med grundläggande taluppfattning.” 2009. Web. 16 Oct 2019.

Vancouver:

Johansson K. Med perspektiv på taluppfattning : Studie om lärares arbete med elever i svårigheter med grundläggande taluppfattning. [Internet] [Thesis]. Umeå University; 2009. [cited 2019 Oct 16]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-32141.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Johansson K. Med perspektiv på taluppfattning : Studie om lärares arbete med elever i svårigheter med grundläggande taluppfattning. [Thesis]. Umeå University; 2009. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-32141

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

4. McIntosh, Brinley Rachel. Using computer assisted instruction to build fluency in multiplication : implications for the relationship between different core competencies in mathematics.

Degree: School of Educational Studies and Human Development, 2014, University of Canterbury

 Dyscalculia is a specific learning disability that affects an individual’s core skills in mathematics, including calculation, recall of number facts, and approximating/comparing number. Research into… (more)

Subjects/Keywords: Dyscalculia; Number Sense; Computer Assisted Intervention

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APA (6th Edition):

McIntosh, B. R. (2014). Using computer assisted instruction to build fluency in multiplication : implications for the relationship between different core competencies in mathematics. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/10477

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

McIntosh, Brinley Rachel. “Using computer assisted instruction to build fluency in multiplication : implications for the relationship between different core competencies in mathematics.” 2014. Thesis, University of Canterbury. Accessed October 16, 2019. http://hdl.handle.net/10092/10477.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

McIntosh, Brinley Rachel. “Using computer assisted instruction to build fluency in multiplication : implications for the relationship between different core competencies in mathematics.” 2014. Web. 16 Oct 2019.

Vancouver:

McIntosh BR. Using computer assisted instruction to build fluency in multiplication : implications for the relationship between different core competencies in mathematics. [Internet] [Thesis]. University of Canterbury; 2014. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/10092/10477.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McIntosh BR. Using computer assisted instruction to build fluency in multiplication : implications for the relationship between different core competencies in mathematics. [Thesis]. University of Canterbury; 2014. Available from: http://hdl.handle.net/10092/10477

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Universiteit Utrecht

5. Beentjes, I. Ruimtelijke exploratie en de ontwikkeling van number sense.

Degree: 2008, Universiteit Utrecht

 In deze studie is onderzocht of er een relatie bestaat tussen de motorische ontwikkeling, exploratiegedrag en number sense bij baby’s van 8 maanden. Aan het… (more)

Subjects/Keywords: Sociale Wetenschappen; Exploratie; kruipen; number sense

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APA (6th Edition):

Beentjes, I. (2008). Ruimtelijke exploratie en de ontwikkeling van number sense. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/30556

Chicago Manual of Style (16th Edition):

Beentjes, I. “Ruimtelijke exploratie en de ontwikkeling van number sense.” 2008. Masters Thesis, Universiteit Utrecht. Accessed October 16, 2019. http://dspace.library.uu.nl:8080/handle/1874/30556.

MLA Handbook (7th Edition):

Beentjes, I. “Ruimtelijke exploratie en de ontwikkeling van number sense.” 2008. Web. 16 Oct 2019.

Vancouver:

Beentjes I. Ruimtelijke exploratie en de ontwikkeling van number sense. [Internet] [Masters thesis]. Universiteit Utrecht; 2008. [cited 2019 Oct 16]. Available from: http://dspace.library.uu.nl:8080/handle/1874/30556.

Council of Science Editors:

Beentjes I. Ruimtelijke exploratie en de ontwikkeling van number sense. [Masters Thesis]. Universiteit Utrecht; 2008. Available from: http://dspace.library.uu.nl:8080/handle/1874/30556


Universiteit Utrecht

6. Boogert, S. Executief functioneren en de ontwikkeling van number sense bij kinderen van 8 maanden.

Degree: 2008, Universiteit Utrecht

 Probleemstelling Verwacht wordt dat er bij kinderen van 8 maanden een positief verband is tussen het executief functioneren en de ontwikkeling van number sense. Onderzoeksgroep… (more)

Subjects/Keywords: Sociale Wetenschappen; Number sense; executief functioneren; SES

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APA (6th Edition):

Boogert, S. (2008). Executief functioneren en de ontwikkeling van number sense bij kinderen van 8 maanden. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/30569

Chicago Manual of Style (16th Edition):

Boogert, S. “Executief functioneren en de ontwikkeling van number sense bij kinderen van 8 maanden.” 2008. Masters Thesis, Universiteit Utrecht. Accessed October 16, 2019. http://dspace.library.uu.nl:8080/handle/1874/30569.

MLA Handbook (7th Edition):

Boogert, S. “Executief functioneren en de ontwikkeling van number sense bij kinderen van 8 maanden.” 2008. Web. 16 Oct 2019.

Vancouver:

Boogert S. Executief functioneren en de ontwikkeling van number sense bij kinderen van 8 maanden. [Internet] [Masters thesis]. Universiteit Utrecht; 2008. [cited 2019 Oct 16]. Available from: http://dspace.library.uu.nl:8080/handle/1874/30569.

Council of Science Editors:

Boogert S. Executief functioneren en de ontwikkeling van number sense bij kinderen van 8 maanden. [Masters Thesis]. Universiteit Utrecht; 2008. Available from: http://dspace.library.uu.nl:8080/handle/1874/30569


Universiteit Utrecht

7. Ven, E.M. van de. Peuters ontdekken de betekenis van getallen: Is er een verband tussen executieve functies en number sense?.

Degree: 2008, Universiteit Utrecht

 The aim of this study is to investigate if executive functions correlate with number sense in toddlers and if toddlers who receive a lot of… (more)

Subjects/Keywords: Sociale Wetenschappen; number sense; executieve functies; peuters

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APA (6th Edition):

Ven, E. M. v. d. (2008). Peuters ontdekken de betekenis van getallen: Is er een verband tussen executieve functies en number sense?. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/30707

Chicago Manual of Style (16th Edition):

Ven, E M van de. “Peuters ontdekken de betekenis van getallen: Is er een verband tussen executieve functies en number sense?.” 2008. Masters Thesis, Universiteit Utrecht. Accessed October 16, 2019. http://dspace.library.uu.nl:8080/handle/1874/30707.

MLA Handbook (7th Edition):

Ven, E M van de. “Peuters ontdekken de betekenis van getallen: Is er een verband tussen executieve functies en number sense?.” 2008. Web. 16 Oct 2019.

Vancouver:

Ven EMvd. Peuters ontdekken de betekenis van getallen: Is er een verband tussen executieve functies en number sense?. [Internet] [Masters thesis]. Universiteit Utrecht; 2008. [cited 2019 Oct 16]. Available from: http://dspace.library.uu.nl:8080/handle/1874/30707.

Council of Science Editors:

Ven EMvd. Peuters ontdekken de betekenis van getallen: Is er een verband tussen executieve functies en number sense?. [Masters Thesis]. Universiteit Utrecht; 2008. Available from: http://dspace.library.uu.nl:8080/handle/1874/30707


Universiteit Utrecht

8. Zwijsen, S.G.J. Temperament en number sense bij baby’s van 9 en 12 maanden.

Degree: 2009, Universiteit Utrecht

 Doel. De belangrijkste onderzoeksvraag in dit onderzoek is of temperament samenhangt met number sense bij baby’s van 9 en 12 maanden. Daarnaast wordt onderzocht of… (more)

Subjects/Keywords: Sociale Wetenschappen; Temperament; number sense; aandachtcontrole; exploratie

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APA (6th Edition):

Zwijsen, S. G. J. (2009). Temperament en number sense bij baby’s van 9 en 12 maanden. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/34450

Chicago Manual of Style (16th Edition):

Zwijsen, S G J. “Temperament en number sense bij baby’s van 9 en 12 maanden.” 2009. Masters Thesis, Universiteit Utrecht. Accessed October 16, 2019. http://dspace.library.uu.nl:8080/handle/1874/34450.

MLA Handbook (7th Edition):

Zwijsen, S G J. “Temperament en number sense bij baby’s van 9 en 12 maanden.” 2009. Web. 16 Oct 2019.

Vancouver:

Zwijsen SGJ. Temperament en number sense bij baby’s van 9 en 12 maanden. [Internet] [Masters thesis]. Universiteit Utrecht; 2009. [cited 2019 Oct 16]. Available from: http://dspace.library.uu.nl:8080/handle/1874/34450.

Council of Science Editors:

Zwijsen SGJ. Temperament en number sense bij baby’s van 9 en 12 maanden. [Masters Thesis]. Universiteit Utrecht; 2009. Available from: http://dspace.library.uu.nl:8080/handle/1874/34450


Universiteit Utrecht

9. Dortant, A.F.M. Opbouw Number Sense en Samenhang met Automatiseringsvaardigheden van Leerlingen uit Groep Zeven / Acht.

Degree: 2012, Universiteit Utrecht

 Dit onderzoek focust op de relatie tussen de Number Sense-systemen het ‘approximate number system’ (het ANS), ‘het symbolic number system’ (het SNS) en mapping bij… (more)

Subjects/Keywords: Sociale Wetenschappen; Number Sense; kinderen; automatiseringsvaardigheden; rekenniveau.

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APA (6th Edition):

Dortant, A. F. M. (2012). Opbouw Number Sense en Samenhang met Automatiseringsvaardigheden van Leerlingen uit Groep Zeven / Acht. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/258170

Chicago Manual of Style (16th Edition):

Dortant, A F M. “Opbouw Number Sense en Samenhang met Automatiseringsvaardigheden van Leerlingen uit Groep Zeven / Acht.” 2012. Masters Thesis, Universiteit Utrecht. Accessed October 16, 2019. http://dspace.library.uu.nl:8080/handle/1874/258170.

MLA Handbook (7th Edition):

Dortant, A F M. “Opbouw Number Sense en Samenhang met Automatiseringsvaardigheden van Leerlingen uit Groep Zeven / Acht.” 2012. Web. 16 Oct 2019.

Vancouver:

Dortant AFM. Opbouw Number Sense en Samenhang met Automatiseringsvaardigheden van Leerlingen uit Groep Zeven / Acht. [Internet] [Masters thesis]. Universiteit Utrecht; 2012. [cited 2019 Oct 16]. Available from: http://dspace.library.uu.nl:8080/handle/1874/258170.

Council of Science Editors:

Dortant AFM. Opbouw Number Sense en Samenhang met Automatiseringsvaardigheden van Leerlingen uit Groep Zeven / Acht. [Masters Thesis]. Universiteit Utrecht; 2012. Available from: http://dspace.library.uu.nl:8080/handle/1874/258170


Leiden University

10. Kruithof, Annika. A twin case study of numerical impairment: the effectiveness of an intensive intervention for restoring number sense.

Degree: 2012, Leiden University

Number sense is considered the start-up kit for learning mathematics and a lack of number sense causes serious numerical impairments. The present study describes two… (more)

Subjects/Keywords: Case study; Number sense; Linear number board game; Number Race; Gerstmann syndrome; Brain lesions

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APA (6th Edition):

Kruithof, A. (2012). A twin case study of numerical impairment: the effectiveness of an intensive intervention for restoring number sense. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/18577

Chicago Manual of Style (16th Edition):

Kruithof, Annika. “A twin case study of numerical impairment: the effectiveness of an intensive intervention for restoring number sense.” 2012. Masters Thesis, Leiden University. Accessed October 16, 2019. http://hdl.handle.net/1887/18577.

MLA Handbook (7th Edition):

Kruithof, Annika. “A twin case study of numerical impairment: the effectiveness of an intensive intervention for restoring number sense.” 2012. Web. 16 Oct 2019.

Vancouver:

Kruithof A. A twin case study of numerical impairment: the effectiveness of an intensive intervention for restoring number sense. [Internet] [Masters thesis]. Leiden University; 2012. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/1887/18577.

Council of Science Editors:

Kruithof A. A twin case study of numerical impairment: the effectiveness of an intensive intervention for restoring number sense. [Masters Thesis]. Leiden University; 2012. Available from: http://hdl.handle.net/1887/18577


Linköping University

11. Azizifarsani, Sahar. Grundläggande taluppfattning : Metoder som gynnar lågpresterande elevers grundläggande taluppfattning.

Degree: Behavioural Sciences and Learning, 2017, Linköping University

  Vårt syfte med denna litteraturstudie var att undersöka vilka undervisningsmetoder som var gynnande för lågpresterande elevers grundläggande taluppfattning i årskurs F-3. Den grundläggande taluppfattningen… (more)

Subjects/Keywords: Mathematics; number sense; number sense benefits; teaching; learning; methods; difficulties; at-risk; CRA; primary school; Learning; Lärande

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APA (6th Edition):

Azizifarsani, S. (2017). Grundläggande taluppfattning : Metoder som gynnar lågpresterande elevers grundläggande taluppfattning. (Thesis). Linköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-144355

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Azizifarsani, Sahar. “Grundläggande taluppfattning : Metoder som gynnar lågpresterande elevers grundläggande taluppfattning.” 2017. Thesis, Linköping University. Accessed October 16, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-144355.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Azizifarsani, Sahar. “Grundläggande taluppfattning : Metoder som gynnar lågpresterande elevers grundläggande taluppfattning.” 2017. Web. 16 Oct 2019.

Vancouver:

Azizifarsani S. Grundläggande taluppfattning : Metoder som gynnar lågpresterande elevers grundläggande taluppfattning. [Internet] [Thesis]. Linköping University; 2017. [cited 2019 Oct 16]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-144355.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Azizifarsani S. Grundläggande taluppfattning : Metoder som gynnar lågpresterande elevers grundläggande taluppfattning. [Thesis]. Linköping University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-144355

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Carolina

12. Gaillard, Nicole D. The Impact Of Number Talks On Third-Grade Students’ Number Sense Development And Mathematical Proficiency.

Degree: EdD, Educational Studies, 2018, University of South Carolina

  This action research study employed a mixed-methods design to examine the impact of a number talks intervention on the number sense development and mathematical… (more)

Subjects/Keywords: Curriculum and Instruction; Education; Impact; Number Talks; Third-Grade; Students; Number Sense; Development; Mathematical Proficiency

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APA (6th Edition):

Gaillard, N. D. (2018). The Impact Of Number Talks On Third-Grade Students’ Number Sense Development And Mathematical Proficiency. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4844

Chicago Manual of Style (16th Edition):

Gaillard, Nicole D. “The Impact Of Number Talks On Third-Grade Students’ Number Sense Development And Mathematical Proficiency.” 2018. Doctoral Dissertation, University of South Carolina. Accessed October 16, 2019. https://scholarcommons.sc.edu/etd/4844.

MLA Handbook (7th Edition):

Gaillard, Nicole D. “The Impact Of Number Talks On Third-Grade Students’ Number Sense Development And Mathematical Proficiency.” 2018. Web. 16 Oct 2019.

Vancouver:

Gaillard ND. The Impact Of Number Talks On Third-Grade Students’ Number Sense Development And Mathematical Proficiency. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Oct 16]. Available from: https://scholarcommons.sc.edu/etd/4844.

Council of Science Editors:

Gaillard ND. The Impact Of Number Talks On Third-Grade Students’ Number Sense Development And Mathematical Proficiency. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/4844


Universiteit Utrecht

13. Bulk, M.A.H. van den. De ontwikkeling van getalbegrip en het Size Congruity Effect bij jonge kinderen.

Degree: 2010, Universiteit Utrecht

 This research examines developmental changes of Number Sense and the existence and changes of a Size Congruity Effect (SCE) in the non symbolical numerical comparison… (more)

Subjects/Keywords: Sociale Wetenschappen; Number Sense; Size Congruity Effect; Triple Code Model

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APA (6th Edition):

Bulk, M. A. H. v. d. (2010). De ontwikkeling van getalbegrip en het Size Congruity Effect bij jonge kinderen. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/45266

Chicago Manual of Style (16th Edition):

Bulk, M A H van den. “De ontwikkeling van getalbegrip en het Size Congruity Effect bij jonge kinderen.” 2010. Masters Thesis, Universiteit Utrecht. Accessed October 16, 2019. http://dspace.library.uu.nl:8080/handle/1874/45266.

MLA Handbook (7th Edition):

Bulk, M A H van den. “De ontwikkeling van getalbegrip en het Size Congruity Effect bij jonge kinderen.” 2010. Web. 16 Oct 2019.

Vancouver:

Bulk MAHvd. De ontwikkeling van getalbegrip en het Size Congruity Effect bij jonge kinderen. [Internet] [Masters thesis]. Universiteit Utrecht; 2010. [cited 2019 Oct 16]. Available from: http://dspace.library.uu.nl:8080/handle/1874/45266.

Council of Science Editors:

Bulk MAHvd. De ontwikkeling van getalbegrip en het Size Congruity Effect bij jonge kinderen. [Masters Thesis]. Universiteit Utrecht; 2010. Available from: http://dspace.library.uu.nl:8080/handle/1874/45266


Universiteit Utrecht

14. Zomer, M.E. De fonologische lus in relatie tot getalbegrip: Verschillen in sekse.

Degree: 2010, Universiteit Utrecht

 Current research has observed whether or not the phonological loop is a unique predictor of mathematic skills in children. However, research has not yet investigated… (more)

Subjects/Keywords: Sociale Wetenschappen; number sense; phonological loop; gender differences; executive control.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Zomer, M. E. (2010). De fonologische lus in relatie tot getalbegrip: Verschillen in sekse. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/187310

Chicago Manual of Style (16th Edition):

Zomer, M E. “De fonologische lus in relatie tot getalbegrip: Verschillen in sekse.” 2010. Masters Thesis, Universiteit Utrecht. Accessed October 16, 2019. http://dspace.library.uu.nl:8080/handle/1874/187310.

MLA Handbook (7th Edition):

Zomer, M E. “De fonologische lus in relatie tot getalbegrip: Verschillen in sekse.” 2010. Web. 16 Oct 2019.

Vancouver:

Zomer ME. De fonologische lus in relatie tot getalbegrip: Verschillen in sekse. [Internet] [Masters thesis]. Universiteit Utrecht; 2010. [cited 2019 Oct 16]. Available from: http://dspace.library.uu.nl:8080/handle/1874/187310.

Council of Science Editors:

Zomer ME. De fonologische lus in relatie tot getalbegrip: Verschillen in sekse. [Masters Thesis]. Universiteit Utrecht; 2010. Available from: http://dspace.library.uu.nl:8080/handle/1874/187310


Universiteit Utrecht

15. Bijsterbosch, P. Relatie tussen werkgeheugen en getalbegrip.

Degree: 2011, Universiteit Utrecht

 This study examined the relationship between the working memory and number sense. Less is known about the development of number sense and the factors that… (more)

Subjects/Keywords: Sociale Wetenschappen; Working memory, number sense, inhibition, updating, shifting

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APA (6th Edition):

Bijsterbosch, P. (2011). Relatie tussen werkgeheugen en getalbegrip. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/207449

Chicago Manual of Style (16th Edition):

Bijsterbosch, P. “Relatie tussen werkgeheugen en getalbegrip.” 2011. Masters Thesis, Universiteit Utrecht. Accessed October 16, 2019. http://dspace.library.uu.nl:8080/handle/1874/207449.

MLA Handbook (7th Edition):

Bijsterbosch, P. “Relatie tussen werkgeheugen en getalbegrip.” 2011. Web. 16 Oct 2019.

Vancouver:

Bijsterbosch P. Relatie tussen werkgeheugen en getalbegrip. [Internet] [Masters thesis]. Universiteit Utrecht; 2011. [cited 2019 Oct 16]. Available from: http://dspace.library.uu.nl:8080/handle/1874/207449.

Council of Science Editors:

Bijsterbosch P. Relatie tussen werkgeheugen en getalbegrip. [Masters Thesis]. Universiteit Utrecht; 2011. Available from: http://dspace.library.uu.nl:8080/handle/1874/207449


Universiteit Utrecht

16. Verboon, M.E. Effect van de training op de telvaardigheid van kleuters met een ahterstand op het gebied van voorbereidende rekenvoorwaarden.

Degree: 2011, Universiteit Utrecht

Number sense is important for the development of further mathematical knowledge. Difficulties in early numeracy can interfere with the acquisition of mathematical skills in primary… (more)

Subjects/Keywords: Sociale Wetenschappen; number sense; numeracy; training; working memory; preschool children

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APA (6th Edition):

Verboon, M. E. (2011). Effect van de training op de telvaardigheid van kleuters met een ahterstand op het gebied van voorbereidende rekenvoorwaarden. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/210815

Chicago Manual of Style (16th Edition):

Verboon, M E. “Effect van de training op de telvaardigheid van kleuters met een ahterstand op het gebied van voorbereidende rekenvoorwaarden.” 2011. Masters Thesis, Universiteit Utrecht. Accessed October 16, 2019. http://dspace.library.uu.nl:8080/handle/1874/210815.

MLA Handbook (7th Edition):

Verboon, M E. “Effect van de training op de telvaardigheid van kleuters met een ahterstand op het gebied van voorbereidende rekenvoorwaarden.” 2011. Web. 16 Oct 2019.

Vancouver:

Verboon ME. Effect van de training op de telvaardigheid van kleuters met een ahterstand op het gebied van voorbereidende rekenvoorwaarden. [Internet] [Masters thesis]. Universiteit Utrecht; 2011. [cited 2019 Oct 16]. Available from: http://dspace.library.uu.nl:8080/handle/1874/210815.

Council of Science Editors:

Verboon ME. Effect van de training op de telvaardigheid van kleuters met een ahterstand op het gebied van voorbereidende rekenvoorwaarden. [Masters Thesis]. Universiteit Utrecht; 2011. Available from: http://dspace.library.uu.nl:8080/handle/1874/210815


Stockholm University

17. Wennerberg, Petra. "82-7, ja då kan man ju inte räkna mellanrummet" : En intervjustudie om elevers svårigheter med taluppfattning i årskurs 3-5.

Degree: Special Education, 2012, Stockholm University

  Syftet med denna studie är att synliggöra några elevers svårigheter när det gäller de centrala aspekterna i grundläggande taluppfattning, med fokus på addition och… (more)

Subjects/Keywords: Taluppfattning; additions- och subtraktionsstrategier; number sense; konkret material; matematiksvårigheter.

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APA (6th Edition):

Wennerberg, P. (2012). "82-7, ja då kan man ju inte räkna mellanrummet" : En intervjustudie om elevers svårigheter med taluppfattning i årskurs 3-5. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-78711

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wennerberg, Petra. “"82-7, ja då kan man ju inte räkna mellanrummet" : En intervjustudie om elevers svårigheter med taluppfattning i årskurs 3-5.” 2012. Thesis, Stockholm University. Accessed October 16, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-78711.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wennerberg, Petra. “"82-7, ja då kan man ju inte räkna mellanrummet" : En intervjustudie om elevers svårigheter med taluppfattning i årskurs 3-5.” 2012. Web. 16 Oct 2019.

Vancouver:

Wennerberg P. "82-7, ja då kan man ju inte räkna mellanrummet" : En intervjustudie om elevers svårigheter med taluppfattning i årskurs 3-5. [Internet] [Thesis]. Stockholm University; 2012. [cited 2019 Oct 16]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-78711.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wennerberg P. "82-7, ja då kan man ju inte räkna mellanrummet" : En intervjustudie om elevers svårigheter med taluppfattning i årskurs 3-5. [Thesis]. Stockholm University; 2012. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-78711

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Linnaeus University

18. Ulrika, Bonnedahl. Matematiklyftet, ett lyft för SUM-elever? : En studie om hur den undervisning som förespråkas i Matematiklyftet möter SUM-elevernas särskilda utbildningsbehov i matematik.

Degree: Mathematics, 2016, Linnaeus University

Syftet med den här studien är att utveckla en förståelse för om eller hur den undervisning som förespråkas i Matematiklyftet skapar möjligheter till en… (more)

Subjects/Keywords: mathematics; math difficulties; number sense; teaching; matematik; matematiksvårigheter; taluppfattning; undervisning

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APA (6th Edition):

Ulrika, B. (2016). Matematiklyftet, ett lyft för SUM-elever? : En studie om hur den undervisning som förespråkas i Matematiklyftet möter SUM-elevernas särskilda utbildningsbehov i matematik. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-58115

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ulrika, Bonnedahl. “Matematiklyftet, ett lyft för SUM-elever? : En studie om hur den undervisning som förespråkas i Matematiklyftet möter SUM-elevernas särskilda utbildningsbehov i matematik.” 2016. Thesis, Linnaeus University. Accessed October 16, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-58115.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ulrika, Bonnedahl. “Matematiklyftet, ett lyft för SUM-elever? : En studie om hur den undervisning som förespråkas i Matematiklyftet möter SUM-elevernas särskilda utbildningsbehov i matematik.” 2016. Web. 16 Oct 2019.

Vancouver:

Ulrika B. Matematiklyftet, ett lyft för SUM-elever? : En studie om hur den undervisning som förespråkas i Matematiklyftet möter SUM-elevernas särskilda utbildningsbehov i matematik. [Internet] [Thesis]. Linnaeus University; 2016. [cited 2019 Oct 16]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-58115.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ulrika B. Matematiklyftet, ett lyft för SUM-elever? : En studie om hur den undervisning som förespråkas i Matematiklyftet möter SUM-elevernas särskilda utbildningsbehov i matematik. [Thesis]. Linnaeus University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-58115

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

19. Fontainhas, Sandra Margarida Canhoto. Prática de ensino supervisionada em educação pré-escolar e ensino do 1.º ciclo do ensino básico: desenvolver o sentido de números.

Degree: 2015, Universidade de Évora

 O presente relatório de estágio refere-se à Prática de Ensino Supervisionada em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, desenvolvida no Centro… (more)

Subjects/Keywords: Crianças/alunos; Matemática; Sentido de número; Children/students; Mathematics; Number sense

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APA (6th Edition):

Fontainhas, S. M. C. (2015). Prática de ensino supervisionada em educação pré-escolar e ensino do 1.º ciclo do ensino básico: desenvolver o sentido de números. (Thesis). Universidade de Évora. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/17665

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fontainhas, Sandra Margarida Canhoto. “Prática de ensino supervisionada em educação pré-escolar e ensino do 1.º ciclo do ensino básico: desenvolver o sentido de números.” 2015. Thesis, Universidade de Évora. Accessed October 16, 2019. https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/17665.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fontainhas, Sandra Margarida Canhoto. “Prática de ensino supervisionada em educação pré-escolar e ensino do 1.º ciclo do ensino básico: desenvolver o sentido de números.” 2015. Web. 16 Oct 2019.

Vancouver:

Fontainhas SMC. Prática de ensino supervisionada em educação pré-escolar e ensino do 1.º ciclo do ensino básico: desenvolver o sentido de números. [Internet] [Thesis]. Universidade de Évora; 2015. [cited 2019 Oct 16]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/17665.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fontainhas SMC. Prática de ensino supervisionada em educação pré-escolar e ensino do 1.º ciclo do ensino básico: desenvolver o sentido de números. [Thesis]. Universidade de Évora; 2015. Available from: https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/17665

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Boston College

20. Dulaney, Alana. The Roles of Visuospatial and Verbal Working Memory in Children's Mathematical Performance.

Degree: PhD, Counseling, Developmental and Educational Psychology, 2014, Boston College

 The ability to mentally store and manipulate information, termed working memory (WM), is essential to mathematical performance. Yet, little research has investigated the mechanisms through… (more)

Subjects/Keywords: elementary school; mathematical performance; mental arithmetic; number sense; working memory

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APA (6th Edition):

Dulaney, A. (2014). The Roles of Visuospatial and Verbal Working Memory in Children's Mathematical Performance. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:104071

Chicago Manual of Style (16th Edition):

Dulaney, Alana. “The Roles of Visuospatial and Verbal Working Memory in Children's Mathematical Performance.” 2014. Doctoral Dissertation, Boston College. Accessed October 16, 2019. http://dlib.bc.edu/islandora/object/bc-ir:104071.

MLA Handbook (7th Edition):

Dulaney, Alana. “The Roles of Visuospatial and Verbal Working Memory in Children's Mathematical Performance.” 2014. Web. 16 Oct 2019.

Vancouver:

Dulaney A. The Roles of Visuospatial and Verbal Working Memory in Children's Mathematical Performance. [Internet] [Doctoral dissertation]. Boston College; 2014. [cited 2019 Oct 16]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104071.

Council of Science Editors:

Dulaney A. The Roles of Visuospatial and Verbal Working Memory in Children's Mathematical Performance. [Doctoral Dissertation]. Boston College; 2014. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104071


Linköping University

21. Lindberg, Maja. The innate ability to cope with mathematics : A comparative fMRI study of children's and adults' neural activity during non-symbolic mathematical tasks.

Degree: Computer and Information Science, 2019, Linköping University

  Humans as well as animals are born with a number sense, an innate ability to make approximations (Dehaene, 1997). However, low numeracy is an… (more)

Subjects/Keywords: fMRI; number sense; numeric cognition; Human Computer Interaction; Människa-datorinteraktion (interaktionsdesign)

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APA (6th Edition):

Lindberg, M. (2019). The innate ability to cope with mathematics : A comparative fMRI study of children's and adults' neural activity during non-symbolic mathematical tasks. (Thesis). Linköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-158199

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lindberg, Maja. “The innate ability to cope with mathematics : A comparative fMRI study of children's and adults' neural activity during non-symbolic mathematical tasks.” 2019. Thesis, Linköping University. Accessed October 16, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-158199.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lindberg, Maja. “The innate ability to cope with mathematics : A comparative fMRI study of children's and adults' neural activity during non-symbolic mathematical tasks.” 2019. Web. 16 Oct 2019.

Vancouver:

Lindberg M. The innate ability to cope with mathematics : A comparative fMRI study of children's and adults' neural activity during non-symbolic mathematical tasks. [Internet] [Thesis]. Linköping University; 2019. [cited 2019 Oct 16]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-158199.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lindberg M. The innate ability to cope with mathematics : A comparative fMRI study of children's and adults' neural activity during non-symbolic mathematical tasks. [Thesis]. Linköping University; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-158199

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Liberty University

22. McDonald, Steven A. Number Line Estimation: The Use of Number Line Magnitudes Estimation to Detect the Presence of Math Disability in Postsecondary Students.

Degree: 2010, Liberty University

 This study arose from an interest in the possible presence of mathematics disabilities among students enrolled in the developmental math program at a large university… (more)

Subjects/Keywords: developmental math; learning disabilities; mathematics learning disabilities; number line; number sense; working memory; Education, Higher; Education, Mathematics; Education, Adult and Continuing

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APA (6th Edition):

McDonald, S. A. (2010). Number Line Estimation: The Use of Number Line Magnitudes Estimation to Detect the Presence of Math Disability in Postsecondary Students. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/402

Chicago Manual of Style (16th Edition):

McDonald, Steven A. “Number Line Estimation: The Use of Number Line Magnitudes Estimation to Detect the Presence of Math Disability in Postsecondary Students.” 2010. Doctoral Dissertation, Liberty University. Accessed October 16, 2019. http://digitalcommons.liberty.edu/doctoral/402.

MLA Handbook (7th Edition):

McDonald, Steven A. “Number Line Estimation: The Use of Number Line Magnitudes Estimation to Detect the Presence of Math Disability in Postsecondary Students.” 2010. Web. 16 Oct 2019.

Vancouver:

McDonald SA. Number Line Estimation: The Use of Number Line Magnitudes Estimation to Detect the Presence of Math Disability in Postsecondary Students. [Internet] [Doctoral dissertation]. Liberty University; 2010. [cited 2019 Oct 16]. Available from: http://digitalcommons.liberty.edu/doctoral/402.

Council of Science Editors:

McDonald SA. Number Line Estimation: The Use of Number Line Magnitudes Estimation to Detect the Presence of Math Disability in Postsecondary Students. [Doctoral Dissertation]. Liberty University; 2010. Available from: http://digitalcommons.liberty.edu/doctoral/402


Karlstad University

23. Honnér, Tina. Var håller talfamiljer hus i läroboksuppgifter? : En läromedelsanalys av läroboksuppgifter i årskurs 1 som fokuserar på talfamiljer upp till 10, utifrån ett problemlösningsperspektiv.

Degree: Mathematics and Computer Science, 2017, Karlstad University

Syftet med studien är att åskådliggöra hur talfamiljer upp till 10 förekommer och gestaltas i läroboksuppgifter i årskurs 1, utifrån ett problemlösningsperspektiv. För att… (more)

Subjects/Keywords: Assignments; fact family; number ability; number sense; problem- solving; textbook; Läroboksuppgifter; läromedelsanalys; talfamiljer; talkamrater; taluppfattning; problemlösning; Mathematics; Matematik

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APA (6th Edition):

Honnér, T. (2017). Var håller talfamiljer hus i läroboksuppgifter? : En läromedelsanalys av läroboksuppgifter i årskurs 1 som fokuserar på talfamiljer upp till 10, utifrån ett problemlösningsperspektiv. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-56696

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Honnér, Tina. “Var håller talfamiljer hus i läroboksuppgifter? : En läromedelsanalys av läroboksuppgifter i årskurs 1 som fokuserar på talfamiljer upp till 10, utifrån ett problemlösningsperspektiv.” 2017. Thesis, Karlstad University. Accessed October 16, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-56696.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Honnér, Tina. “Var håller talfamiljer hus i läroboksuppgifter? : En läromedelsanalys av läroboksuppgifter i årskurs 1 som fokuserar på talfamiljer upp till 10, utifrån ett problemlösningsperspektiv.” 2017. Web. 16 Oct 2019.

Vancouver:

Honnér T. Var håller talfamiljer hus i läroboksuppgifter? : En läromedelsanalys av läroboksuppgifter i årskurs 1 som fokuserar på talfamiljer upp till 10, utifrån ett problemlösningsperspektiv. [Internet] [Thesis]. Karlstad University; 2017. [cited 2019 Oct 16]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-56696.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Honnér T. Var håller talfamiljer hus i läroboksuppgifter? : En läromedelsanalys av läroboksuppgifter i årskurs 1 som fokuserar på talfamiljer upp till 10, utifrån ett problemlösningsperspektiv. [Thesis]. Karlstad University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-56696

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

24. Forslund, Lena. Taluppfattningens betydelse i matematiken : Undervisning och bedömning av taluppfattning och skriftliga räknemetoder ur ett lärarperspektiv.

Degree: Culture and Communication, 2014, Mälardalen University

  Syftet med studien är att bidra till ökad förståelse av och fördjupad kunskap om taluppfattningens och skriftliga räknemetoders betydelse för hinder i elevers matematikutveckling,… (more)

Subjects/Keywords: number sense; teaching number sense; arithmetics; mental calculation; algorithms.

Number sense is knowledge that can be demonstrated by identifying written numbers, performing… …Davis, 2010). ”Number sense” består av en känsla för nummer men också en känsla för… …hänvisar till Kalchman, Moss och Case från 2001och lyder: ” The characteristics of good number… …sense include: (a) fluency in estimating and judging magnitude, (b)… 

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APA (6th Edition):

Forslund, L. (2014). Taluppfattningens betydelse i matematiken : Undervisning och bedömning av taluppfattning och skriftliga räknemetoder ur ett lärarperspektiv. (Thesis). Mälardalen University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-25621

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Forslund, Lena. “Taluppfattningens betydelse i matematiken : Undervisning och bedömning av taluppfattning och skriftliga räknemetoder ur ett lärarperspektiv.” 2014. Thesis, Mälardalen University. Accessed October 16, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-25621.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Forslund, Lena. “Taluppfattningens betydelse i matematiken : Undervisning och bedömning av taluppfattning och skriftliga räknemetoder ur ett lärarperspektiv.” 2014. Web. 16 Oct 2019.

Vancouver:

Forslund L. Taluppfattningens betydelse i matematiken : Undervisning och bedömning av taluppfattning och skriftliga räknemetoder ur ett lärarperspektiv. [Internet] [Thesis]. Mälardalen University; 2014. [cited 2019 Oct 16]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-25621.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Forslund L. Taluppfattningens betydelse i matematiken : Undervisning och bedömning av taluppfattning och skriftliga räknemetoder ur ett lärarperspektiv. [Thesis]. Mälardalen University; 2014. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-25621

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

25. Pereira, Ana Isabel Coutinho. A visualização e o sentido de número : um estudo no 1º ano de escolaridade.

Degree: 2013, RCAAP

Dissertação de Mestrado em Didáctica da Matemática e das Ciências apresentada na Escola Superior de Educação do Instituto Politécnico de Viana do Castelo

O presente… (more)

Subjects/Keywords: Sentido de número; Visualização; Estratégias de contagem; Aprendizagem; Number sense; Visualization; Counting strategies; Learning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Pereira, A. I. C. (2013). A visualização e o sentido de número : um estudo no 1º ano de escolaridade. (Thesis). RCAAP. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:123456789/1418

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Pereira, Ana Isabel Coutinho. “A visualização e o sentido de número : um estudo no 1º ano de escolaridade.” 2013. Thesis, RCAAP. Accessed October 16, 2019. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:123456789/1418.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Pereira, Ana Isabel Coutinho. “A visualização e o sentido de número : um estudo no 1º ano de escolaridade.” 2013. Web. 16 Oct 2019.

Vancouver:

Pereira AIC. A visualização e o sentido de número : um estudo no 1º ano de escolaridade. [Internet] [Thesis]. RCAAP; 2013. [cited 2019 Oct 16]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:123456789/1418.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pereira AIC. A visualização e o sentido de número : um estudo no 1º ano de escolaridade. [Thesis]. RCAAP; 2013. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:123456789/1418

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

26. Björkström, Angela. Is it all in their heads? : A study of the strategies used in mental arithmetic by Swedish pupils in their last years of the obligatory school and in the upper secondary school.

Degree: Culture and Communication, 2008, Mälardalen University

  Competence in mental arithmetic is recognised by many as essential to be active participants in the fast flowing, high technological society we live in… (more)

Subjects/Keywords: Mathematics; Mental Arithmetic; Number Sense; Equality Symbol; Decimal Numbers; Other mathematics; Övrig matematik

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Björkström, A. (2008). Is it all in their heads? : A study of the strategies used in mental arithmetic by Swedish pupils in their last years of the obligatory school and in the upper secondary school. (Thesis). Mälardalen University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-4615

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Björkström, Angela. “Is it all in their heads? : A study of the strategies used in mental arithmetic by Swedish pupils in their last years of the obligatory school and in the upper secondary school.” 2008. Thesis, Mälardalen University. Accessed October 16, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-4615.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Björkström, Angela. “Is it all in their heads? : A study of the strategies used in mental arithmetic by Swedish pupils in their last years of the obligatory school and in the upper secondary school.” 2008. Web. 16 Oct 2019.

Vancouver:

Björkström A. Is it all in their heads? : A study of the strategies used in mental arithmetic by Swedish pupils in their last years of the obligatory school and in the upper secondary school. [Internet] [Thesis]. Mälardalen University; 2008. [cited 2019 Oct 16]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-4615.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Björkström A. Is it all in their heads? : A study of the strategies used in mental arithmetic by Swedish pupils in their last years of the obligatory school and in the upper secondary school. [Thesis]. Mälardalen University; 2008. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-4615

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Universiteit Utrecht

27. Vierhout, S.M. De relatie tussen number sense en rekenniveau bij jonge kinderen.

Degree: 2011, Universiteit Utrecht

 In dit longitudinale onderzoek is gekeken naar de invloed van de drie numerieke representaties (analoog, verbaal, visueel) op het niveau van de CITO-reken toets in… (more)

Subjects/Keywords: Sociale Wetenschappen; number sense, analoge representatie, verbale representatie, visuele representatie, mapping, wiskundig presteren.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Vierhout, S. M. (2011). De relatie tussen number sense en rekenniveau bij jonge kinderen. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/211564

Chicago Manual of Style (16th Edition):

Vierhout, S M. “De relatie tussen number sense en rekenniveau bij jonge kinderen.” 2011. Masters Thesis, Universiteit Utrecht. Accessed October 16, 2019. http://dspace.library.uu.nl:8080/handle/1874/211564.

MLA Handbook (7th Edition):

Vierhout, S M. “De relatie tussen number sense en rekenniveau bij jonge kinderen.” 2011. Web. 16 Oct 2019.

Vancouver:

Vierhout SM. De relatie tussen number sense en rekenniveau bij jonge kinderen. [Internet] [Masters thesis]. Universiteit Utrecht; 2011. [cited 2019 Oct 16]. Available from: http://dspace.library.uu.nl:8080/handle/1874/211564.

Council of Science Editors:

Vierhout SM. De relatie tussen number sense en rekenniveau bij jonge kinderen. [Masters Thesis]. Universiteit Utrecht; 2011. Available from: http://dspace.library.uu.nl:8080/handle/1874/211564


University of California – Berkeley

28. Green, Chloe Teressa. Cognitive Underpinnings of Math Learning and Early Play Based Intervention.

Degree: Education, 2017, University of California – Berkeley

 For my graduate research presented in this dissertation, I employed cognitive development theory to evaluate key cognitive abilities that contribute to both typical and atypical… (more)

Subjects/Keywords: Education; Psychology; Cognitive Abilities; Cognitive Training; Dyscalculia; Learning Disabilities; Math Learning; Number Sense

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APA (6th Edition):

Green, C. T. (2017). Cognitive Underpinnings of Math Learning and Early Play Based Intervention. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/09f3z3n7

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Green, Chloe Teressa. “Cognitive Underpinnings of Math Learning and Early Play Based Intervention.” 2017. Thesis, University of California – Berkeley. Accessed October 16, 2019. http://www.escholarship.org/uc/item/09f3z3n7.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Green, Chloe Teressa. “Cognitive Underpinnings of Math Learning and Early Play Based Intervention.” 2017. Web. 16 Oct 2019.

Vancouver:

Green CT. Cognitive Underpinnings of Math Learning and Early Play Based Intervention. [Internet] [Thesis]. University of California – Berkeley; 2017. [cited 2019 Oct 16]. Available from: http://www.escholarship.org/uc/item/09f3z3n7.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Green CT. Cognitive Underpinnings of Math Learning and Early Play Based Intervention. [Thesis]. University of California – Berkeley; 2017. Available from: http://www.escholarship.org/uc/item/09f3z3n7

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Linnaeus University

29. Sjövall, Jessica. Kritiska aspekter vid utveckling av en god taluppfattning.

Degree: Mathematics, 2018, Linnaeus University

  Framförvarande arbete är en systematisk litteraturstudie som syftar till att identifiera kritiska aspekter relaterat till taluppdelning vid utveckling av en god taluppfattning, huvudsak i… (more)

Subjects/Keywords: Number Sense; critical aspects; Taluppfattning; taluppdelning; kritiska aspekter; målorienterad undervisning; Didactics; Didaktik

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Sjövall, J. (2018). Kritiska aspekter vid utveckling av en god taluppfattning. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-70956

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Sjövall, Jessica. “Kritiska aspekter vid utveckling av en god taluppfattning.” 2018. Thesis, Linnaeus University. Accessed October 16, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-70956.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Sjövall, Jessica. “Kritiska aspekter vid utveckling av en god taluppfattning.” 2018. Web. 16 Oct 2019.

Vancouver:

Sjövall J. Kritiska aspekter vid utveckling av en god taluppfattning. [Internet] [Thesis]. Linnaeus University; 2018. [cited 2019 Oct 16]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-70956.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sjövall J. Kritiska aspekter vid utveckling av en god taluppfattning. [Thesis]. Linnaeus University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-70956

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Universidade do Minho

30. Fernandes, Ana Filipa Guimarães. O sentido de número no Pré-Escolar e no 2º ano de escolaridade .

Degree: 2017, Universidade do Minho

 Este relatório procura conhecer e explorar a construção do sentido de número em dois grupos diferentes, um de crianças da Educação Pré-Escolar e outro do… (more)

Subjects/Keywords: Sentido de número; Expressões matemáticas; Contagem; Sense of number; Mathematical expressions; Counting

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Fernandes, A. F. G. (2017). O sentido de número no Pré-Escolar e no 2º ano de escolaridade . (Masters Thesis). Universidade do Minho. Retrieved from http://hdl.handle.net/1822/57319

Chicago Manual of Style (16th Edition):

Fernandes, Ana Filipa Guimarães. “O sentido de número no Pré-Escolar e no 2º ano de escolaridade .” 2017. Masters Thesis, Universidade do Minho. Accessed October 16, 2019. http://hdl.handle.net/1822/57319.

MLA Handbook (7th Edition):

Fernandes, Ana Filipa Guimarães. “O sentido de número no Pré-Escolar e no 2º ano de escolaridade .” 2017. Web. 16 Oct 2019.

Vancouver:

Fernandes AFG. O sentido de número no Pré-Escolar e no 2º ano de escolaridade . [Internet] [Masters thesis]. Universidade do Minho; 2017. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/1822/57319.

Council of Science Editors:

Fernandes AFG. O sentido de número no Pré-Escolar e no 2º ano de escolaridade . [Masters Thesis]. Universidade do Minho; 2017. Available from: http://hdl.handle.net/1822/57319

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