Acceso usuarios
Early childhood, breakfast, and related tools: Analysis of adults’ function as mediators
Haizea Belza, Elena Herrán Izagirre, María Teresa Anguera Argilaga
págs. 495-527
Early stages of proportional reasoning: A cross-sectional study with 5- to 9-year-olds
Elien Vanluydt, Tine Degrande, Lieven Verschaffel, Wim Van Dooren
págs. 529-547
Various ways to determine rational number size: An exploration across primary and secondary education
Juan Manuel González Forte, Ceneida Fernández Verdú, Jo Van Hoof, Wim Van Dooren
págs. 549-565
Word problem solving approaches in mathematics textbooks: A comparison between singapore and spain
Santiago Vicente Martín, María del Rosario Sánchez Fernández, Lieven Verschaffel
págs. 567-587
A teacher-implemented intervention program to promote finger use in numerical tasks
Nathalie Bonneton-Botté, Yvonnick Nöel, Fanny Ollivier, Aline Legrand
págs. 589-606
Ouhao Chen, Slava Kalyuga
págs. 607-624
Classroom effect on primary school students’ self-concept in literacy and mathematics
Kati Vasalampi, Eija Pakarinen, Minna Torppa, Jaana Viljaranta, Marja-Kristiina Lerkkanen, Anna-Maija Poikkeus
págs. 625-646
Vanja Putarek, Nina Pavlin-Bernardić
págs. 647-671
Vanja Putarek, Nina Pavlin-Bernardić
págs. 673-674
Teachers’ information processing and judgement accuracy: Effects of information consistency and accountability
Ineke Pit-ten Cate, Thomas Hörstermann, Sabine Glock, Cornelia Gräsel, Ines Böhmer, Sabine Krolak-Schwerdt
págs. 675-702
The impact of perceived teachers’ autonomy support on students’ mathematics achievement:: Evidences based on latent growth curve modelling
Dan Wei, Danhui Zhang, Janette Bobis, Jingwen He
págs. 703-725
Student teachers’ attitudes towards cooperative learning in inclusive education
Vanessa A. Völlinger, Marina Supanc
págs. 727-749
