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Unraveling the Link Between n-Back Working Memory and Algebraic Ability in Adolescents: Correlations and Training Effects. [PDF]
Psych JLi J +6 more
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Students’ Error in Solving Percentage Word Problems: An Analysis by Using Newman’s Procedure
Krishna Chandra Paudel +1 more
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A vision explainability method for image captioning using transformer decoder attention maps. [PDF]
MethodsXKowshalya M +3 more
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Updating the German Psycholinguistic Word Toolbox with AI-Generated Estimates of Concreteness, Valence, Arousal, Age of Acquisition, and Familiarity. [PDF]
J CognConde J +8 more
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Towards decoding individual words from non-invasive brain recordings. [PDF]
Nat Commund'Ascoli S +6 more
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Word problems or problems with words
The Mathematics Teacher, 1961This writer states, “With the current emphasis on logical analysis and the study of structure the role of the ‘word problem’ should be re-evaluated.”
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Hilbert’s Tenth Problem, Word Problems
1975A recursive function f:N n → N has been defined as one for which there is a Turing machine, T f say, which computes f(x 1,..., x n ) for all (x 1,..., x n ) ∈ N n . Accordingly, in order to show that a particular function g:N n → N is recursive, we must construct a Turing machine which computes g.
Donald W. Barnes, John M. Mack
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Intervention in School and Clinic, 2014
While often recommended as a strategy to use in order to solve word problems, drawing a diagram is a complex process that requires a good depth of understanding. Many middle school students with learning disabilities (LD) often struggle to use diagrams in an effective and efficient manner.
Delinda van Garderen, Amy M. Scheuermann
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While often recommended as a strategy to use in order to solve word problems, drawing a diagram is a complex process that requires a good depth of understanding. Many middle school students with learning disabilities (LD) often struggle to use diagrams in an effective and efficient manner.
Delinda van Garderen, Amy M. Scheuermann
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The Arithmetic Teacher, 1985
The ability of nine- and thirteen-year-olds to solve word problems has declined significantly since the First National Assessment of Educational Progress in 1972–73 (Carpenter et al. 1980). This drop is unfortunate, because learning to solve word problems prepares students to use mathematics in the real world. Teaching children to think logically about
J. Dan Knifong, Grace M. Burton
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The ability of nine- and thirteen-year-olds to solve word problems has declined significantly since the First National Assessment of Educational Progress in 1972–73 (Carpenter et al. 1980). This drop is unfortunate, because learning to solve word problems prepares students to use mathematics in the real world. Teaching children to think logically about
J. Dan Knifong, Grace M. Burton
openaire +1 more source