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Mostert, T.M.M.
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Hoe rekenen leerlingen aan het eind van het basisonderwijs rekenopgaven uit?
A longitudinal examination of the relations between motivation, math achievement, and STEM career aspirations among Black students
Pizzas or no pizzas
How do Dutch teachers implement differentiation in primary mathematics education?
Flexibility and adaptivity in arithmetic strategy use
Mathematical flexibility
The demands of simple and complex arithmetic word problems on language and cognitive resources
Aftrekopgaven
Rekenvaardigheden in het (S)BO. Technisch rapport Peil.onderwijs rekenen-wiskunde einde (speciaal) basisonderwijs 2019
The differential effect of perspective-taking ability on profiles of cooperative behaviours and learning outcomes
Fourth graders’ adaptive strategy use in solving multidigit subtraction problems
Multi-digit Addition, Subtraction, Multiplication, and Division Strategies
Wat werkt (niet) in het reken-wiskundeonderwijs? Review van wetenschappelijk onderzoek naar de samenhang tussen het onderwijsleerproces en reken-wiskundeprestaties van leerlingen in het basisonderwijs
Training Can Increase Students’ Choices for Written Solution Strategies and Performance in Solving Multi-Digit Division Problems
Profiles of young readers: Evidence from thinking aloud while reading narrative and expository texts
Latent variable mixture models in research on learning and individual differences
Learning to solve figural matrix analogies: The paths children take
Dutch sixth graders’ use of shortcut strategies in solving multidigit arithmetic problems
Basiskwaliteit Nederlands rekenonderwijs is goed
Grade-related differences in strategy use in multidigit division in two instructional settings
Dutch sixth graders’ use of shortcut strategies in solving multidigit arithmetic problems
Informative tools for characterizing individual differences in learning: Latent class, latent profile, and latent transition analysis
Rekenen op de basisschool. Review van de samenhang tussen beïnvloedbare factoren in het onderwijsleerproces en de rekenwiskundeprestaties van basisschoolleerlingen
Rekenen op de basisschool. Review van de samenhang tussen beïnvloedbare factoren in het onderwijsleerproces en de rekenwiskundeprestaties van basisschoolleerlingen
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