المؤلفون: Sophie Batchelor, Camilla Gilmore, Jayne Spiller, Matthew Inglis

المصدر: Journal of Numerical Cognition, Vol 10 (2024)

مصطلحات موضوعية: ecological validity, number, spontaneous focusing, sfon, validity, Psychology, BF1-990, Mathematics, QA1-939

وصف الملف: electronic resource

Relation: https://doaj.org/toc/2363-8761

URL الوصول: https://doaj.org/article/75ab569344b04cccb7f7facf1c57c063

المؤلفون: Richard Prather

المصدر: Journal of Numerical Cognition, Vol 9, Iss 2, Pp 240-252 (2023)

مصطلحات موضوعية: san, sfon, arithmetic principle, negative numbers, Psychology, BF1-990, Mathematics, QA1-939

وصف الملف: electronic resource

Relation: https://jnc.psychopen.eu/index.php/jnc/article/view/10057; https://doaj.org/toc/2363-8761

URL الوصول: https://doaj.org/article/23f7be8616444dfda505b3471ec03595

المؤلفون: Li, Xin, Fu, Bin, Hu, Song, Lin, Jiemin

المصدر: 2012 Oceans - Yeosu OCEANS, 2012 - Yeosu. :1-6 May, 2012

Relation: OCEANS 2012 - YEOSU

المؤلفون: McMullen, Jake^Aff5, Chan, Jenny Yun-Chen^Aff6, Mazzocco, Michèle M. M.^Aff6, Hannula-Sormunen, Minna M.^Aff5

المساهمون: Cai, Jinfa, Series Editor^Aff1, Middleton, James A., Series Editor^Aff2, Norton, Anderson, editor^Aff3, Alibali, Martha W., editor^Aff4

المصدر: Constructing Number : Merging Perspectives from Psychology and Mathematics Education. :69-86

المؤلفون: Noemi Gloor, Delia Leuenberger, Elisabeth Moser Opitz

المصدر: Frontiers in Education, Vol 6 (2021)

مصطلحات موضوعية: longitudinal study, primary school, mathematical achievement, spontaneous focusing on numerosity (SFON), symbolic number skills, Education (General), L7-991

وصف الملف: electronic resource

Relation: https://www.frontiersin.org/articles/10.3389/feduc.2021.629201/full; https://doaj.org/toc/2504-284X

URL الوصول: https://doaj.org/article/f3e603392ebc41e8b8f4f63f73defc65

المؤلفون: Rathé, Sanne^Aff7, Torbeyns, Joke^Aff7, De Smedt, Bert^Aff8, Hannula-Sormunen, Minna M.^Aff9, Verschaffel, Lieven^Aff7

المساهمون: Kaiser, Gabriele, Editor-in-Chief^Aff1, Elia, Iliada, editor^Aff2, Mulligan, Joanne, editor^Aff3, Anderson, Ann, editor^Aff4, Baccaglini-Frank, Anna, editor^Aff5, Benz, Christiane, editor^Aff6

المصدر: Contemporary Research and Perspectives on Early Childhood Mathematics Education. :87-99

المؤلفون: Bojorque, Gina^{Aff7, Aff8}, Torbeyns, Joke^Aff8, Hannula-Sormunen, Minna^Aff9, Van Nijlen, Daniël^Aff10, Verschaffel, Lieven^Aff8

المساهمون: Kaiser, Gabriele, Editor-in-Chief^Aff1, Elia, Iliada, editor^Aff2, Mulligan, Joanne, editor^Aff3, Anderson, Ann, editor^Aff4, Baccaglini-Frank, Anna, editor^Aff5, Benz, Christiane, editor^Aff6

المصدر: Contemporary Research and Perspectives on Early Childhood Mathematics Education. :69-86

المؤلفون: Nadine Poltz, Sabine Quandte, Juliane Kohn, Karin Kucian, Anne Wyschkon, Michael von Aster, Günter Esser

المصدر: Brain Sciences, Vol 12, Iss 3, p 313 (2022)

مصطلحات موضوعية: SFON, school mathematics, mathematical precursor, counting, number knowledge, magnitude estimation, Neurosciences. Biological psychiatry. Neuropsychiatry, RC321-571

وصف الملف: electronic resource

Relation: https://www.mdpi.com/2076-3425/12/3/313; https://doaj.org/toc/2076-3425

URL الوصول: https://doaj.org/article/17271dfc4b91427daa338d28857a436a

المؤلفون: Bojorque, Gina, Torbeyns, Joke, Hannula-Sormunen, Minna, Van Nijlen, Daniël, Verschaffel, Lieven

المصدر: European Journal of Psychology of Education: A Journal of Education and Development. July 2017 32(3):449-462

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