InstitucionesPeriodo de publicación recogido
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Fraction arithmetic development: An examination of students’ patterns of growth and errors across the intermediate grades
Kelly-Ann Gesuelli, Nancy C. Jordan
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 116, Nº. 3, 2024, págs. 377-395
Improving fraction understanding in sixth graders with mathematics difficulties: Effects of a number line approach combined with cognitive learning strategies
Christina Barbieri, Jessica Rodrigues, Nancy I Dyson, Nancy C. Jordan
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 112, Nº. 3, 2020, págs. 628-648
Development of arithmetic fluency: Development of arithmetic fluency?
Luke Rinne, Ai Ye, Nancy C. Jordan
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 112, Nº. 1, 2020, págs. 110-130
Ilyse Resnick, Luke Rinne, Christina Barbieri, Nancy C. Jordan
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 111, Nº. 4, 2019, págs. 604-618
The codevelopment of children’s fraction arithmetic skill and fraction magnitude understanding
Drew H. Bailey, Nicole Hansen, Nancy C. Jordan
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 109, Nº. 4, 2017, págs. 509-519
Supported self-explaining during fraction intervention
Lynn S. Fuchs, Amelia S. Malone, Robin F. Schumacher, Jessica M. Namkung, Carol L. Hamlett, Nancy C. Jordan, Robert S. Siegler, Russell Gersten, Paul Changas
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 108, Nº. 4, 2016, págs. 493-508
Inclusion versus specialized intervention for very-low-performing students: What does access mean in an era of academic challenge?
Lynn S. Fuchs, Douglas Fuchs, Donald L. Compton, Joseph H. Wehby, Robin F. Schumacher, Russell Gersten, Nancy C. Jordan
Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 81, Nº. 2, 2015, págs. 134-157
Nancy I Dyson, Nancy C. Jordan, Brenna Hassinger-Das
Teaching Children Mathematics, ISSN 1073-5836, Vol. 21, Nº 6, 2015, págs. 354-361
Sources of Individual Differences in Children's Understanding of Fractions
Rose K. Vukovic, Lynn S. Fuchs, David C. Geary, Nancy C. Jordan, Russell Gersten, Robert S. Siegler
Child development, ISSN 0009-3920, Vol. 85, Nº. 4, 2014, págs. 1461-1476
Does working memory moderate the effects of fraction intervention?: An aptitude–treatment interaction
Lynn S. Fuchs, Robin F. Schumacher, Sonya K. Sterba, Jessica Long, Jessica M. Namkung, Amelia S. Malone, Carol L. Hamlett, Nancy C. Jordan, Russell Gersten, Robert S. Siegler, Paul Changas
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 106, Nº. 2, 2014, págs. 499-514
Improving at-risk learners’ understanding of fractions
Lynn S. Fuchs, Robin F. Schumacher, Jessica Long, Jessica M. Namkung, Carol L. Hamlett, Paul T. Cirino, Nancy C. Jordan, Robert S. Siegler, Russell Gersten, Paul Changas
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 105, Nº. 3, 2013, págs. 683-700
Universal screening in mathematics for the primary grades: Beginnings of a Research Base
Russell Gersten, Ben Clarke, Nancy C. Jordan, Rebecca Newman-Gonchar, Kelly Haymond, Chuck Wilkins
Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 78, Nº. 4, 2012, págs. 423-445
Building kindergartners' number sense: A randomized controlled study
Nancy C. Jordan, Joseph Glutting, Nancy I Dyson, Brenna Hassinger-Das, Casey Irwin
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 104, Nº. 3, 2012, págs. 647-660
David Kaplan, Leslie Nabors Oláh, Maria N. Locuniak, Nancy C. Jordan
Child development, ISSN 0009-3920, Vol. 77, Nº. 1, 2006, págs. 153-175
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