P-ISSN 1945-7502
E-ISSN 1945-7448
Vol. 10, Issue 2, 2017November 01, 2017 PDT
‘Day Number’: A Promoter Routine of Flexibility and Conceptual Understanding
‘Day Number’: A Promoter Routine of Flexibility and Conceptual Understanding
Articles in Vol. 10, Issue 2, 2017
Vol. 10, Issue 2, 2017
- Profiles of Cognitive Flexibility in Arithmetic Reasoning: A CrossCountry Comparison of German and American Elementary StudentsElisabeth Rathgeb- SchniererMichael Green
- Mental Computation With Rational Numbers: Students’ Mental RepresentationsRenata CarvalhoJoão Pedro da ponte
- Learning Numbers in Different Languages: Chinese Versus MalayNatalie M. Y. KheuTerezinha Nunes
- Assessing Student Learning in Number Sense Using Model-StrategyApplication With Reasoning ApproachShuhua AnZhonghe WU
- 'Day Number': A Promoter Routine of Flexibility and Conceptual UnderstandingLurdes SerrazinaMargarida Rodrigues
- Comparative Study on the Competency of Classifying Between Chinese and U.S. First Grade StudentsJin ChenJing ChengShuhua AnWeidong Wu
- A Teaching Model of Fractions for the Early Grades of Mexican Primary EducationRubí RealOlimpia Figueras
- How Mental Rotation Skills Influence Children’s Arithmetic SkillsLeonardo UribeWalter F. CastroJhony Alexander Villa- Ochoa
- Table of ContentsZhonghe Wu
Serrazina, L., & Rodrigues, M. (2017). ‘Day Number’: A Promoter Routine of Flexibility and Conceptual Understanding. Journal of Mathematics Education, 10(2), 67–82. https://doi.org/10.26711/007577152790013