| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A complementary survey on the current state of teaching and learning of Whole Number Arithmetic and connections to later mathematical content
|
Sun, Xu Hua
|
|
2019
|
51 |
1 |
p. 1-12
|
artikel
|
| 2 |
Bridging whole numbers and fractions: problem variations in Chinese mathematics textbook examples
|
Sun, Xu Hua
|
|
2018
|
51 |
1 |
p. 109-123
|
artikel
|
| 3 |
Characteristics of teaching and learning single-digit whole number multiplication in china: the case of the nine-times table
|
Zhang, Shu
|
|
2019
|
51 |
1 |
p. 81-94
|
artikel
|
| 4 |
Cultural transposition: Italian didactic experiences inspired by Chinese and Russian perspectives on whole number arithmetic
|
Mellone, Maria
|
|
2018
|
51 |
1 |
p. 199-212
|
artikel
|
| 5 |
Developing students’ ability to solve word problems through learning trajectory-based and variation task-informed instruction
|
Huang, Rongjin
|
|
2018
|
51 |
1 |
p. 169-181
|
artikel
|
| 6 |
Improving multiplicative reasoning in a context of low performance
|
Venkat, Hamsa
|
|
2018
|
51 |
1 |
p. 95-108
|
artikel
|
| 7 |
Learning and using our base ten place value number system: theoretical perspectives and twenty-first century uses
|
Howe, Roger
|
|
2018
|
51 |
1 |
p. 57-68
|
artikel
|
| 8 |
Leveraging variation of historical number systems to build understanding of the base-ten place-value system
|
Thanheiser, Eva
|
|
2018
|
51 |
1 |
p. 39-55
|
artikel
|
| 9 |
Mathematicians and teachers sharing perspectives on teaching whole number arithmetic: boundary-crossing in professional development
|
Cooper, Jason
|
|
2018
|
51 |
1 |
p. 69-80
|
artikel
|
| 10 |
Mediating primary mathematics: measuring the extent of teaching for connections and generality in the context of whole number arithmetic
|
Askew, Mike
|
|
2018
|
51 |
1 |
p. 213-226
|
artikel
|
| 11 |
Structuring versus counting: critical ways of using fingers in subtraction
|
Björklund, Camilla
|
|
2018
|
51 |
1 |
p. 13-24
|
artikel
|
| 12 |
Teaching whole-number multiplication to promote children’s proportional reasoning: a practice-based perspective from Japan
|
Hino, Keiko
|
|
2018
|
51 |
1 |
p. 125-137
|
artikel
|
| 13 |
The effect of a conceptual model-based approach on ‘additive’ word problem solving of elementary students struggling in mathematics
|
Xin, Yan Ping
|
|
2018
|
51 |
1 |
p. 139-150
|
artikel
|
| 14 |
The influence of situational information on pupils’ achievement in additive word problems with several states and transformations
|
Vondrová, Naďa
|
|
2018
|
51 |
1 |
p. 183-197
|
artikel
|
| 15 |
The why, what and how of the ‘Model’ method: a tool for representing and visualising relationships when solving whole number arithmetic word problems
|
Kaur, Berinderjeet
|
|
2018
|
51 |
1 |
p. 151-168
|
artikel
|
| 16 |
Understanding place value with numeration units
|
Houdement, Catherine
|
|
2018
|
51 |
1 |
p. 25-37
|
artikel
|
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