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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 18 of 18 1 Developing a relational meaning of the equal sign: effects of using a balance analogy in a game-based virtual environment Bajwa, Neet Priya. - 2022 BASE Show details 2 Metacognitive calibration in introductory physics courses: Predictors and interventions Morphew, Jason Wade. - 2019 BASE Show details 3 An examination of gendered discourse in the discussion forums of online STEM courses Keyser, Genevieve M.. - 2018 BASE Show details 4 Effect of collaborative learning and direct instruction on myside bias Morris, Joshua Andrew. - 2017 BASE Show details 5 The intended and enacted curriculum in a new developmental mathematics course: a study of community college students' participation and attitudes Makowski, Martha B. - 2017 BASE Show details 6 Conjunction is more than just a grammatical resource: a comparative study of conjunctions in U.S. and Chinese mathematics lessons Wang, Shuai. - 2016 BASE Show details 7 Enriching science trade books with explicit-reflective nature of science instruction: impacting elementary teachers' practice and improving students' learning Brunner, Jeanne L. - 2016 BASE Show details 8 Students' conceptions of trigonometric functions and positioning practices during pair work with Etoys DeJarnette, Anna. - 2014 BASE Show details 9 A longitudinal analysis of teacher vs. student reports of teacher-student relatedness and their relation to engagement across the transition to middle school Jamison, Rhonda. - 2014 BASE Show details 10 Communicating according to the standards: examining math talk in Chinese and U.S. mathematics classrooms McConney, Marc. - 2013 BASE Show details 11 Engaging young students in scientific investigations: prompting for meaningful reflection Wilson, Travis; Perry, Michelle; Anderson, Carolyn J.... In: Instructional science. - Dordrecht ; Heidelberg [u.a.] : Springer Science + Business Media 40 (2011) 1, 19-46 OLC Linguistik Show details 12 Teachers' perceptions of the use of ASL phonological instruction to develop ASL and English literacy in an ASL/English bilingual preschool Crume, Peter. - 2011 BASE Show details 13 Implementing Reform: The Changing Cultures and Discourse Practices of Four First -Grade Classrooms Whiteaker, Mikka Sue. - 2003 BASE Show details 14 Development of Conceptual and Procedural Knowledge in Preschoolers' Addition and Subtraction Liao, Hsin-Mei. - 2002 Abstract: 92 p. ; Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2002. ; Learning in some domains requires the learner to construct relations between conceptual and procedural knowledge. However, we still do not have full knowledge about the underlying processes. Understanding of this issue will help researchers not only in building theories of knowledge acquisition but also in designing appropriate instruction. Two questions were investigated in this research: What is the knowledge basis that young children depend on to discover two arithmetic principles and to invent computational procedures? The first purpose of these questions was to understand how young children acquire these conceptual and procedural components with little intervention, and the second purpose was to explore the developmental relations between conceptual and procedural knowledge. Thirty-five and 36 children, between 2½ and 3½ years of age, participated in the first study and the second study, respectively. Each child was individually interviewed with three tasks: quantification, principle, and computation tasks. Four general findings were obtained from the two studies. First, the development of either of the principles in the more general form does not require knowledge of quantification. Second, there were mixed findings about the initial development of the principles, and none of them was conclusive at this point. Third, for both of the principles, the emergence of the general principle precedes the computational procedures for small numbers. Nevertheless, the development of the computational procedures for the simplest problems does not seem to rely on the general principles, at least not both of them. Although further evidence about the initial relations between quantification and the principles and between the principles and the procedures is needed, the results and discussion have two implications for the developmental relations between conceptual and procedural knowledge. First, two conceptually related components of conceptual and procedural knowledge may not always entail the same functional relation in development. Second, it follows from the first implication that the iterative improvement model proposed by Rittle-Johnson and colleagues may not always be true. Keyword: Education; Educational Psychology URL: http://hdl.handle.net/2142/79744 BASE Hide details 15 Knowledge in transition : adults' developing understanding of a principle of physical causality Perry, Michelle; Elder, Anastasia Danos In: Cognitive development. - Amsterdam [u.a.] : Elsevier Science 12 (1997) 1, 131-157 BLLDB Show details 16 Is gesture-speech mismatch a general index of transitional knowledge? Perry, Michelle; Church, R. Breckinridge; Goldin-Meadow, Susan. - : Elsevier, 1992 BASE Show details 17 Mathematics learning in Japanese, Chinese, and American classrooms Stigler, James W.; Perry, Michelle In: Cultural psychology (Cambridge, 1990), P. 328-356 MPI für Psycholinguistik Show details 18 Transitional knowledge in the acquisition of concepts Perry, Michelle; Breckinridge Church, R.; Goldin-Meadow, Susan. - : Elsevier, 1988 BASE Show details

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