Source: Mok, Sog Yee; Hämmerle, Christian S; Rüede, Christian; Staub, Fritz C (2022). How do professional development programs on comparing solution methods and classroom discourse affect students'

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Academic Journal

A systematic review of mathematics interventions for primary school students with intellectual disabilities

Authors : Schnepel, Susanne; Aunio, Pirjo

Subjects: Institute of Education; 370 Education; Systematic review

Source: Schnepel, Susanne; Aunio, Pirjo (2022). A systematic review of mathematics interventions for primary school students with intellectual disabilities. European Journal of

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Academic Journal

Modelling early childhood teachers’ mathematics-specific professional competence and its differential growth through professional development: an aspect of structural validity

Authors : Lindmeier, Anke; Seemann, Selma; Kuratli Geeler, Susanne

Subjects: Institute of Education; 370 Education; Education

Source: Lindmeier, Anke; Seemann, Selma; Kuratli Geeler, Susanne; Wullschleger, Andrea; Dunekacke, Simone; Leuchter, Miriam; Vogt, Franziska; Moser Opitz, Elisabeth; Heinze, Aiso (2020). Modelling early

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Academic Journal

Formalizing developmental phenomena as continuous‐time systems: relations between mathematics and language development

Authors : Driver, Charles C; Tomasik, Martin J

Subjects: Institute of Education; 370 Education

Source: Driver, Charles C; Tomasik, Martin J (2023). Formalizing developmental phenomena as continuous‐time systems: relations between mathematics and language development.

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Academic Journal

No loss, no gain? COVID-19 school closures and Swiss fifth-graders' competencies and self-concept in mathematics

Authors : Compagnoni, Miriam; Rechsteiner, Beat; Grob, Urs

Subjects: Institute of Education; 370 Education

Source: Compagnoni, Miriam; Rechsteiner, Beat; Grob, Urs; Bayer, Nicole; Wullschleger, Andrea; Maag Merki, Katharina (2023). No loss, no gain? COVID-19 school closures and Swiss fifth-graders' competencies

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Book

Kindergarten educators' affective-motivational dispositions: examining enthusiasm for fostering mathematics in kindergarten

Authors : Vogt, Franziska; Leuchter, Miriam; Dunekacke, Simone ...

Subjects: Institute of Education; 370 Education

Source: Vogt, Franziska; Leuchter, Miriam; Dunekacke, Simone; Heinze, Aiso; Lindmeier, Anke; Kuratli Geeler, Susanne; Meier, Anuschka; Seemann, Selma; Wullschleger, Andrea; Moser Opitz, Elisabeth (2021).

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Academic Journal

Learning through play – pedagogy and learning outcomes in early childhood mathematics

Authors : Vogt, Franziska; Hauser, Bernhard; Stebler, Rita

Subjects: Institute of Education; 370 Education; Early childhood education

Source: Vogt, Franziska; Hauser, Bernhard; Stebler, Rita; Rechsteiner, Karin; Urech, Christa (2018). Learning through play – pedagogy and learning outcomes in early childhood

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Academic Journal

Mathematics anxiety—where are we and where shall we go?

Authors : Cipora, Krzysztof; Santos, Flávia H; Kucian, Karin

Subjects: Medical Clinic; 610 Medicine & health

Source: Cipora, Krzysztof; Santos, Flávia H; Kucian, Karin; Dowker, Ann (2022). Mathematics anxiety—where are we and where shall we go? Annals of the New York Academy of

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Academic Journal

Taking a Closer Look: The Relationship between Pre-School Domain General Cognition and School Mathematics Achievement When Controlling for Intelligence

Authors : Ehlert, Antje; Poltz, Nadine; Quandte, Sabine

Subjects: Medical Clinic; 610 Medicine & health

Source: Ehlert, Antje; Poltz, Nadine; Quandte, Sabine; Kohn, Juliane; Kucian, Karin; von Aster, Michael; Esser, Günter (2022). Taking a Closer Look: The Relationship between Pre-School Domain General

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Conference

“I added the numbers, it’s math!”: how sense-making in “age of the captain” problems differs between a mathematics classroom and a language classroom

Authors : Molina, Natalia; Strohmaier, Anselm R; Reiss, Kristina M ...

Subjects: Institute of Education; 370 Education; Sense-making

Source: Molina, Natalia; Strohmaier, Anselm R; Reiss, Kristina M (2018). “I added the numbers, it’s math!”: how sense-making in “age of the captain” problems differs between a

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