Eliciting explanations: Constraints on when self-explanation aids learning von Rittle-Johnson, Bethany, Loehr, Abbey M.

Volltext

Promoting self-explanation to improve mathematics learning: A meta-analysis and instructional design principles von Rittle-Johnson, Bethany, Loehr, Abbey M., Durkin, Kelley

Volltext

Improving conceptual and procedural knowledge: The impact of instructional content within a mathematics lesson von Rittle-Johnson, Bethany, Fyfe, Emily R., Loehr, Abbey M.

Volltext

The role of recalling previous errors in middle‐school children's learning von Loehr, Abbey M., Fazio, Lisa K., Rittle‐Johnson, Bethany

Volltext

The role of domain-general cognitive abilities and decimal labels in at-risk fourth-grade students' decimal magnitude understanding von Malone, Amelia S., Loehr, Abbey M., Fuchs, Lynn S.

Volltext

Are There Costs to Using Incorrect Worked Examples in Mathematics Education? von Pillai, Raunak M., Loehr, Abbey M., Yeo, Darren J., Hong, Min Kyung, Fazio, Lisa K.

Volltext

Beyond numeracy in preschool: Adding patterns to the equation von Rittle-Johnson, Bethany, Fyfe, Emily R., Loehr, Abbey M., Miller, Michael R.

Volltext

Y Are There Costs to Using Incorrect Worked Examples in Mathematics Education? von Pillai, Raunak M., Loehr, Abbey M., Yeo, Darren J., Hong, Kyung, Fazio, Lisa K.

Volltext

The Role of Domain-General Cognitive Abilities and Decimal Labels in At-Risk Fourth-Grade Students' Decimal Magnitude Understanding von Malone, Amelia Schneider, Loehr, Abbey M, Fuchs, Lynn S

Volltext bestellen