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1. Mathematical Knowledge of Early Algebra Exhibited by Pre-Service Early Childhood Education Teachers: Mathematical Knowledge of Early Algebra Exhibited by Pre-Service Early Childhood Education Teachers: N. P. Hauck and Á. Alsina.

2. The professional practice of designing tasks: how do pre-service early childhood teachers promote mathematical processes in early algebra?

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3. Semiotic mediation of gestures in the teaching of early algebra: the case of the equal sign.

4. How tools mediate elementary students' algebraic reasoning about evens and odds.

6. Due esperienze didattiche di early-algebra con il DIST-M: dalla costruzione del problema all’implementazione in aula

7. Assessing knowledge to teach early algebra from the Mathematical Knowledge for Teaching (MKT) perspective: A support tool for primary school teachers

8. Representations of Numerical Sequences in Mexican Secondary School Textbooks.

9. Generalizing actions with the subtraction-compensation property: primary students' algebraic thinking with tasks involving vertical towers of blocks.

10. Research trends on early algebra in the middle school: A combined bibliometric and meta-analysis review

11. Theories with semiotic approaches: possibility of an intertheoretical dialogue

12. Progressions in young learners' understandings of parity arguments.

13. Generalization strategies and representations used by final-year elementary school students.

14. The Effects of a Functional Thinking Intervention on Fifth-Grade Students' Functional Thinking.

15. The Effects of an Early Algebra Intervention on Third-Grade Students' Algebraic Thinking Skills.

16. The Developmental Progression of Early Algebraic Thinking of Elementary School Students.

17. Strategies and representations used by early childhood education students in a functional thinking task: A case study.

20. EFFECTIVE INSTRUCTIONAL PRACTICES THAT FOSTER THE DEVELOPMENT OF STUDENTS' EARLY ALGEBRAIC THINKING.

21. EXPLORING LEARNING OPPORTUNITIES FOR PRIMARY TEACHERS: THE CASE OF KNOWLEDGE FOR TEACHING EARLY ALGEBRA.

22. THE ALGEBRAIC REASONING AND BLENDED FORMATION OF TEACHERS WHO TEACH MATHEMATICS: THE POWER OF SYMBOLS

23. Factors influencing students' understanding of mathematical equivalence

24. Young Students' Arithmetic-Algebraic Structure Sense: an Empirical Model and Profiles of Students.

25. Transformando el conocimiento para enseñar matemáticas de docentes en formación de educación infantil a través del diseño de tareas.

26. Developing and Reporting Psychometric Evidence of Prerequisite Algebra Skills Instrument.

27. STEM and Early Algebra: Reflections from Primary School Teachers' Practices.

28. Students' Learning Obstacles in Solving Early Algebra Problems: A Focus on Functional Thinking.

29. Desenvolvimento do pensamento algébrico e estudo de padrões e regularidades com crianças: perscrutando possibilidades para educação infantil e anos iniciais do ensino fundamental

30. The Equals Sign – the Problem of Early Algebra Learning and How to Solve It

31. LEARNING REPORTED BY THREE TEACHERS AND THE TEACHING OF ALGEBRA IN THE FIRST GRADES.

32. From Symbolic Manipulations to Stepwise Instructions: A Curricular Comparison of Swedish School Algebra Content over the Past 40 Years.

33. Τwo different types of technologically enhanced intervention modules to support early algebraic thinking.

36. Exploring quantitative relationship through area conservation activity

37. Connecting characterizations of equivalence of expressions: design research in Grade 5 by bridging graphical and symbolic representations.

38. Starting points: understanding children's pre-instructional intuitions about function tables.

39. Developing algebraic activity through conjecturing about relationships.

40. The role of variables in relational thinking: an interview study with kindergarten and primary school children.

41. Fifth graders' learning to solve equations: the impact of early arithmetic strategies.

42. Generalisation in students with autism spectrum disorder: an exploratory study of strategies.

43. Fourth graders' expression of the general case.

44. The use of cultural contexts for patterning tasks: supporting young diverse students to identify structures and generalise.

45. Variables in early algebra: exploring didactic potentials in programming activities.

46. The centrality of student-generated representation in investigating generalizations about the operations.

47. INCORPORACIÓN DEL ÁLGEBRA TEMPRANA EN EDUCACIÓN INFANTIL: UN ANÁLISIS DESDE LOS LIBROS DE TEXTO.

48. Evaluación del conocimiento para enseñar álgebra temprana durante la formación inicial del profesorado de Educación Infantil.

49. An Early Algebra Teaching Experiment Aiming at the Improvement of Fourth-Grade Students' Generalization and Justification Strategies.

50. Searching for buried treasure: uncovering discovery in discovery-based learning