Why won't you change your mind? Knowledge of operational patterns hinders learning and performance on equations.
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Knowledge of mathematical equivalence in children with specific language impairment: insights from gesture and speechEQUATIONS AND THE EQUAL SIGN IN ELEMENTARY MATHEMATICS TEXTBOOKS.The Effect of Tutoring With Nonstandard Equations for Students With Mathematics Difficulty.The Effects of Schema-Broadening Instruction on Second Graders' Word-Problem Performance and Their Ability to Represent Word Problems with Algebraic Equations: A Randomized Control StudyContribution of Equal-Sign Instruction beyond Word-Problem Tutoring for Third-Grade Students with Mathematics Difficulty.Does Calculation or Word-Problem Instruction Provide A Stronger Route to Pre-Algebraic Knowledge?Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners.Gestalt Reasoning with Conjunctions and DisjunctionsContributions of domain-general cognitive resources and different forms of arithmetic development to pre-algebraic knowledge.Noticing relevant problem features: activating prior knowledge affects problem solving by guiding encodingThe role of cognitive processes, foundational math skill, and calculation accuracy and fluency in word-problem solving versus prealgebraic knowledge.The trouble with transfer: insights from microgenetic changes in the representation of numerical magnitude.Stress, Time Pressure, Strategy Selection and Math Anxiety in Mathematics: A Review of the Literature.Is self-explanation worth the time? A comparison to additional practice.An eye for relations: eye-tracking indicates long-term negative effects of operational thinking on understanding of math equivalence.Consequences of Individual Differences in Children's Formal Understanding of Mathematical Equivalence.Perceptual support promotes strategy generation: Evidence from equation solving.Inducing mental set constrains procedural flexibility and conceptual understanding in mathematics.Spatial factors influence arithmetic performance: the case of the minus sign.An alternative time for telling: when conceptual instruction prior to problem solving improves mathematical knowledge.Consolidation and transfer of learning after observing hand gesture.Effects of perceptually rich manipulatives on preschoolers' counting performance: established knowledge counts.Benefits of practicing 4 = 2 + 2: nontraditional problem formats facilitate children's understanding of mathematical equivalence.Formal notations are diagrams: evidence from a production task.A structural model of algebra achievement: computational fluency and spatial visualisation as mediators of the effect of working memory on algebra achievementInhibitory control and counterintuitive science and maths reasoning in adolescence.Using online compound interest tools to improve financial literacy
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P2860
Why won't you change your mind? Knowledge of operational patterns hinders learning and performance on equations.
description
2005 nî lūn-bûn
@nan
2005年の論文
@ja
2005年論文
@yue
2005年論文
@zh-hant
2005年論文
@zh-hk
2005年論文
@zh-mo
2005年論文
@zh-tw
2005年论文
@wuu
2005年论文
@zh
2005年论文
@zh-cn
name
Why won't you change your mind ...... and performance on equations.
@en
type
label
Why won't you change your mind ...... and performance on equations.
@en
prefLabel
Why won't you change your mind ...... and performance on equations.
@en
P2860
P1433
P1476
Why won't you change your mind ...... and performance on equations.
@en
P2093
Martha W Alibali
Nicole M McNeil
P2860
P304
P356
10.1111/J.1467-8624.2005.00884.X
P577
2005-07-01T00:00:00Z