Search results for author:"Evelyn H. Kroesbergen"
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Instructional Science: An International Journal of the Learning Sciences Vol. 30, No. 5 (2002) pp. 361–78
Reports the results of an intervention program for students with difficulties learning mathematics. Compared two kinds of math intervention, guided versus structured instruction, to regular math instruction for students from regular and special...
Learning and Instruction Vol. 25, No. 1 (June 2013) pp. 95–103
For learning math, non-symbolic quantity skills, symbolic skills and the mapping between number symbols and non-symbolic quantities are all important precursors. Little is known, however, about the interrelated development of these skills. The...
Differentiated instruction in primary mathematics: Effects of teacher professional development on student achievement
Learning and Instruction Vol. 54, No. 1 (April 2018) pp. 22–34
This large-scale study examined the effects of a teacher professional development (PD) programme about differentiated instruction on students’ mathematics achievement. Thirty primary schools (N = 5658 students of grade 1–6) divided over three...
Educational Research Review Vol. 10, No. 1 (December 2013) pp. 29–44
Working memory, including central executive functions (inhibition, shifting and updating) are factors thought to play a central role in mathematical skill development. However, results reported with regard to the associations between mathematics and ...