On the public citation graph
Conceptualizing, investigating, and enhancing adaptive expertise in elementary mathematics education
0 signed · 386 inferred · view as graph
Inferred edges come from two machine sources: sweeps of open repository metadata (mostly SSRN and Zenodo), and a bulk OpenAlex citation snapshot. Every row below is labelled with the one it came from. Neither is a complete citation index — absence here is not evidence of absence.
Is this your work? Sign in with ORCID and put your name on the
claims that are yours.
Reference health. See whether every reference in this work resolves to a
known work and none has been retracted — and get a dated CiteStamped
badge you can embed.
What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1006/drev.1997.0444openalex-snapshot
Strategy Choice in Sociocultural Context
inferredcites →https://doi.org/10.1007/0-306-47202-3openalex-snapshot
Revisiting Mathematics Education: China Lectures
inferredcites →https://doi.org/10.1007/978-1-4615-1099-4_5openalex-snapshot
Metacognition in Strategy Selection
inferredcites →https://doi.org/10.1007/978-90-481-9729-3_11openalex-snapshot
Culture, Identity, and Equity in the Mathematics Classroom
inferredcites →https://doi.org/10.1007/978-94-009-1465-0openalex-snapshot
International Handbook of Mathematics Education
inferredcites →https://doi.org/10.1007/978-94-009-1465-0_25openalex-snapshot
Introduction to Section 3
inferredcites →https://doi.org/10.1007/978-94-010-1834-0_8openalex-snapshot
Judgment under Uncertainty: Heuristics and Biases
inferredcites →https://doi.org/10.1007/bf01273911openalex-snapshot
Mathematics education as a ?design science?
inferredcites →https://doi.org/10.1007/bf03173002openalex-snapshot
Estimation of ‘real’ numerosities in elementary school children
inferredcites →https://doi.org/10.1007/bf03173245openalex-snapshot
The relation between metastrategic knowledge, strategy use and task performance: Findings and reflections from a numerosity judgement task
inferredcites →https://doi.org/10.1007/bf03173537openalex-snapshot
Strategic competence: Applying Siegler’s theoretical and methodological framework to the domain of simple addition
inferredcites →https://doi.org/10.1016/0191-8869(90)90289-4openalex-snapshot
Advances in the psychology of human intelligence
inferredcites →https://doi.org/10.1016/0364-0213(93)90003-qopenalex-snapshot
Flexible Strategy Use in Young Children's Tic‐Tac‐Toe
inferredcites →https://doi.org/10.1016/0749-5978(85)90034-2openalex-snapshot
Children's decision strategies and their adaptation to task characteristics
inferredcites →https://doi.org/10.1016/j.cogdev.2005.05.007openalex-snapshot
Children's strategies in numerosity judgment
inferredcites →https://doi.org/10.1016/j.jecp.2007.08.002openalex-snapshot
A microgenetic study of insightful problem solving
inferredcites →https://doi.org/10.1016/j.learninstruc.2004.01.003openalex-snapshot
Strategic aspects of simple addition and subtraction: the influence of mathematical ability
inferredcites →https://doi.org/10.1016/j.learninstruc.2004.06.019openalex-snapshot
Remedying secondary school students’ illusion of linearity: a teaching experiment aiming at conceptual change
inferredcites →https://doi.org/10.1016/j.tate.2004.11.005openalex-snapshot
The development of mathematical competence in Flemish preservice elementary school teachers
inferredcites →https://doi.org/10.1016/s0022-0965(02)00107-8openalex-snapshot
Children's strategies in computational estimation
inferredcites →https://doi.org/10.1016/s0065-2407(05)80003-5openalex-snapshot
A computational model of conscious and unconscious strategy discovery
inferredcites →https://doi.org/10.1016/s0065-2407(23)00022-8openalex-snapshot
Advances in CHILD DEVELOPMENTAND BEHAVIOR
inferredcites →https://doi.org/10.1016/s0732-3123(02)00102-5openalex-snapshot
Students’ evaluation of their strategies when they find several solution methods
inferredcites →https://doi.org/10.1016/s0732-3123(02)00103-7openalex-snapshot
Flexibility and inflexibility in accurate mental addition and subtraction: two case studies
inferredcites →https://doi.org/10.1016/s0959-4752(97)00006-6openalex-snapshot
Modelling reality in mathematics classrooms: The case of word problems
inferredcites →https://doi.org/10.1017/s0140525x00003435openalex-snapshot
Individual differences in reasoning: Implications for the rationality debate?
inferredcites →https://doi.org/10.1023/a:1002908608251openalex-snapshot
The World According to Johnny; A Coping Perspective in Mathematics Education
inferredcites →https://doi.org/10.1023/a:1003111425076openalex-snapshot
Building on Children's Mathematics - a Teaching Experiment in Grade Three
inferredcites →https://doi.org/10.1037//0022-0663.93.3.627openalex-snapshot
Students' flexibility in solving two-digit addition and subtraction problems: Instruction effects.
inferredcites →https://doi.org/10.1037//1076-898x.7.3.195openalex-snapshot
Older and younger adults' strategy use and execution in currency conversion tasks: Insights from French franc to euro and euro to French franc conversions.
inferredcites →https://doi.org/10.1037/0022-0663.89.2.318openalex-snapshot
Gender differences in first-grade mathematics strategy use: Social and metacognitive influences.
inferredcites →https://doi.org/10.1037/0096-3445.126.1.71openalex-snapshot
Older and younger adults' strategy choices in multiplication: Testing predictions of ASCM using the choice/no-choice method.
inferredcites →https://doi.org/10.1037/0278-7393.10.3.483openalex-snapshot
When novices surpass experts: The difficulty of a task may increase with expertise.
inferredcites →https://doi.org/10.1037/h0032950openalex-snapshot
A chronometric analysis of simple addition.
inferredcites →https://doi.org/10.1038/120181a0openalex-snapshot
The Abilities of Man their Nature and Measurement
inferredcites →https://doi.org/10.1080/0014013031000061640openalex-snapshot
Cognitive flexibility and adaptability to environmental changes in dynamic complex problem-solving tasks
inferredcites →https://doi.org/10.1080/0020739750060310openalex-snapshot
Tests of creativity in mathematics
inferredcites →https://doi.org/10.1080/00220671.1945.10881369openalex-snapshot
When is Arithmetic Meaningful?
inferredcites →https://doi.org/10.1080/09541440244000139openalex-snapshot
Flexibility in strategy use: Adaptation of numerosity judgement strategies to task characteristics
inferredcites →https://doi.org/10.1086/499686openalex-snapshot
Effects of reform-based mathematics instruction in five third grade classrooms
inferredcites →https://doi.org/10.1093/jmp/14.2.109openalex-snapshot
Foundations of a Misunderstanding of the Ultrastructural Basis of Myocardial Failure: A Reciprocation Network of Oversimplifications
inferredcites →https://doi.org/10.1093/oso/9780195059731.001.0001openalex-snapshot
Apprenticeship in Thinking
inferredcites →https://doi.org/10.1093/oso/9780195122657.003.0021openalex-snapshot
Control Processes in Remembering
inferredcites →https://doi.org/10.1108/978-1-28141-200-320251018openalex-snapshot
Whole Number Concepts and Operations
inferredcites →https://doi.org/10.1111/1467-8624.00115openalex-snapshot
The Rebirth of Children's Learning
inferredcites →https://doi.org/10.1111/1467-9280.00076openalex-snapshot
SCADS: A Model of Children's Strategy Choices and Strategy Discoveries
inferredcites →https://doi.org/10.1111/j.1467-6494.1946.tb02320.xopenalex-snapshot
THE RIDDLE OF PERSEVERATION:. I. "CREATIVE EFFORT" AND DISPOSITION RIGIDITY
inferredcites →https://doi.org/10.1111/j.1467-6494.1946.tb02321.xopenalex-snapshot
THE RIDDLE OF PERSEVERATION:. II SOLUTION IN TERMS OF PERSONALITY STRUCTURE
inferredcites →https://doi.org/10.1126/science.5.117.516openalex-snapshot
HISTORY OF ELEMENTARY MATHEMATICS
inferredcites →https://doi.org/10.1126/science.5.117.516.bopenalex-snapshot
History of Elementary Mathematics
inferredcites →https://doi.org/10.1163/2468-1733_shafr_sim010020122openalex-snapshot
Dissertation Abstracts International
inferredcites →https://doi.org/10.1163/9789087901127openalex-snapshot
Handbook of Research on the Psychology of Mathematics Education
inferredcites →https://doi.org/10.1177/001440299706300306openalex-snapshot
The Effects of an Innovative Approach to Mathematics on Academically Low-Achieving Students in Inclusive Settings
inferredcites →https://doi.org/10.1177/00222194040370020301openalex-snapshot
Strategy Development in Childrenwith Mathematical Disabilities
inferredcites →https://doi.org/10.1177/002246690203500401openalex-snapshot
Weighing the Benefits of Anchored Math Instruction for Students with Disabilities in General Education Classes
inferredcites →https://doi.org/10.1177/002246699903300202openalex-snapshot
Effects of Contextualized Math Instruction on Problem Solving of Average and Below-Average Achieving Students
inferredcites →https://doi.org/10.1177/074193250102200505openalex-snapshot
Anchoring Adolescents' Understanding of Math Concepts in Rich Problem-Solving Environments
inferredcites →https://doi.org/10.1207/s1532690xci2301_1openalex-snapshot
Simple Addition Strategies in a First-Grade Class With Multiple Strategy Instruction
inferredcites →https://doi.org/10.1207/s1532690xci2301_3openalex-snapshot
Not Everything Is Proportional: Effects of Age and Problem Type on Propensities for Overgeneralization
inferredcites →https://doi.org/10.1207/s15327833mtl0602_3openalex-snapshot
Local Instruction Theories as Means of Support for Teachers in Reform Mathematics Education
inferredcites →https://doi.org/10.17051/io.23003openalex-snapshot
Verschaffel, L., Greer, B., and De Corte, E. (2000). Making Sense of Word Problems. Netherlands: Swets & Zeitlinger.
inferredcites →https://doi.org/10.2307/1419434openalex-snapshot
Rigidity of Behavior: A Variational Approach to the Effect of Einstellung
inferredcites →https://doi.org/10.2307/1511294openalex-snapshot
Enhancing Student Achievement on Performance Assessments in Mathematics
inferredcites →https://doi.org/10.2307/2015168openalex-snapshot
The Abilities of Man; Their Nature and Measurement.
inferredcites →https://doi.org/10.2307/2288362openalex-snapshot
Judgment Under Uncertainty: Heuristics and Biases.
inferredcites →https://doi.org/10.2307/2804509openalex-snapshot
Situated Learning: Legitimate Peripheral Participation.
inferredcites →https://doi.org/10.2307/30034943openalex-snapshot
Reconceptualizing procedural knowledge.
inferredcites →https://doi.org/10.2307/30034972openalex-snapshot
The Linear Imperative: An Inventory and Conceptual Analysis of Students' Overuse of Linearity
inferredcites →https://doi.org/10.2307/748528openalex-snapshot
The Psychology of Mathematical Abilities in Schoolchildren
inferredcites →https://doi.org/10.2307/749085openalex-snapshot
The Effect of Semantic Structure on First Graders' Strategies for Solving Addition and Subtraction Word Problems
inferredcites →https://doi.org/10.2307/749717openalex-snapshot
Open and Closed Mathematics: Student Experiences and Understandings
inferredcites →https://doi.org/10.2307/749808openalex-snapshot
Achievement Results for Second and Third Graders Using the Standards-Based Curriculum Everyday Mathematics
inferredcites →https://doi.org/10.2307/749822openalex-snapshot
Exploring Situated Insights into Research and Learning
inferredcites →https://doi.org/10.2307/749861openalex-snapshot
The Empty Number Line in Dutch Second Grades: Realistic Versus Gradual Program Design
inferredcites →https://doi.org/10.2307/749877openalex-snapshot
Sociomathematical Norms, Argumentation, and Autonomy in Mathematics
inferredcites →https://doi.org/10.3102/0013189x032008026openalex-snapshot
Commentary: Reconceptualizing School Learning Using Insight From Expertise Research
inferredcites →https://doi.org/10.3758/bf03194945openalex-snapshot
Counting on working memory in simple arithmetic when counting is used for problem solving
inferredcites →https://doi.org/10.3758/bf03211420openalex-snapshot
What affects strategy selection in arithmetic? The example of parity and five effects on product verification
inferredcites →https://doi.org/10.4324/9780203063538openalex-snapshot
Conceptual and Procedural Knowledge
inferredcites →https://doi.org/10.4324/9780203930236.ch4openalex-snapshot
Technology and mathematics education
inferredcites →https://doi.org/10.4324/9781315107493openalex-snapshot
Theoretical Issues in Reading Comprehension
inferredcites →https://doi.org/10.4324/9781315107493-14openalex-snapshot
Constructive Processes in Prose Comprehension and Recall
inferredcites →https://doi.org/10.4324/9781315689753-9openalex-snapshot
Making Sense of Word Problems
inferredcites →https://doi.org/10.4324/9781315784755openalex-snapshot
The Development of Mathematical Skills
inferredcites →https://doi.org/10.4324/9781315784755-6openalex-snapshot
The relation between conceptual and procedural knowledge in learning mathematics: A review
inferredcites →https://doi.org/10.4324/9781315807744openalex-snapshot
How Children Discover New Strategies
inferredcites →https://doi.org/10.4324/9781315807768-12openalex-snapshot
Expertise and Intelligent Thinking: When Is It Worse to Know Better?
inferredcites →https://doi.org/10.4324/9781315808246openalex-snapshot
Advances in the Psychology of Human Intelligence
inferredcites →https://doi.org/10.4324/9781410607218openalex-snapshot
The Development of Arithmetic Concepts and Skills
inferredcites →https://doi.org/10.4324/9781410610515openalex-snapshot
Motivation, Emotion, and Cognition
inferredcites →https://doi.org/10.4324/9781410610515-7openalex-snapshot
Beyond Cognitivism: Toward an Integrated Understanding of Intellectual Functioning and Development
inferredcites →https://doi.org/10.5334/pb.1013openalex-snapshot
Adapting Strategy Choices to Situational Factors: The Effect of Time Pressure on Children’s Numerosity Judgement Strategies
inferredcites →https://doi.org/10.5860/choice.30-2122openalex-snapshot
Handbook of research on mathematics teaching and learning
inferredcites →https://doi.org/10.5860/choice.33-2424openalex-snapshot
Outsmarting IQ: the emerging science of learnable intelligence
inferredcites →https://doi.org/10.5860/choice.34-3084openalex-snapshot
Handbook of educational psychology
inferredcites →https://doi.org/10.5860/choice.34-5984openalex-snapshot
Emerging minds: the process of change in children's thinking
inferredcites →https://doi.org/10.5860/choice.40-6557openalex-snapshot
Standards-based school mathematics curricula: What are they? What do students learn?
inferredcites →https://doi.org/10.5860/choice.41-1688openalex-snapshot
The Development of arithmetic concepts and skills: constructing adaptive expertise
inferredcites →https://doi.org/10.5951/jresematheducopenalex-snapshot
Journal for Research in Mathematics Education
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
inferred← citeshttps://doi.org/10.2139/ssrn.4683895openalex-extracted
Profiles of Flexibility with Fraction Arithmetic and Their Connection to Algebra Readiness
inferred← citeshttps://doi.org/10.1002/9781119902737.ch5openalex-snapshot
Successful Solution Discovery and Cognitive Flexibility
inferred← citeshttps://doi.org/10.1002/9781119902737.ch6openalex-snapshot
Transfer of Learning and Flexibility in Childhood
inferred← citeshttps://doi.org/10.1002/sce.21796openalex-snapshot
Characterizing adaptive teaching expertise: Teacher profiles based on epistemic orientation and knowledge of epistemic tools
inferred← citeshttps://doi.org/10.1007/978-1-4419-7707-6_16openalex-snapshot
Reflections and Future Prospects
inferred← citeshttps://doi.org/10.1007/978-3-030-63900-6_7openalex-snapshot
Teaching Practices to Support Early Mathematical Modeling
inferred← citeshttps://doi.org/10.1007/978-3-030-69657-3_2openalex-snapshot
Number Sense and Flexibility of Calculation: A Common Focus on Number Relations
inferred← citeshttps://doi.org/10.1007/978-3-030-75142-5_11openalex-snapshot
Designing an Augmented Reality Digital Game for Adaptive Number Knowledge Development
inferred← citeshttps://doi.org/10.1007/978-3-032-30015-7_10openalex-snapshot
Designing Simulated Learners that Externalize Metacognition and Self-regulation for Complex Problem Solving
inferred← citeshttps://doi.org/10.1007/978-3-319-20276-1_10openalex-snapshot
Developing Adaptive Number Knowledge with the Number Navigation Game-Based Learning Environment
inferred← citeshttps://doi.org/10.1007/978-3-319-20276-1_4openalex-snapshot
Number Navigation Game (NNG): Design Principles and Game Description
inferred← citeshttps://doi.org/10.1007/978-3-319-45113-8openalex-snapshot
Teaching and Learning About Whole Numbers in Primary School
inferred← citeshttps://doi.org/10.1007/978-3-319-45113-8_1openalex-snapshot
Teaching and Learning About Whole Numbers in Primary School
inferred← citeshttps://doi.org/10.1007/978-3-319-92753-4_13openalex-snapshot
Computerized Adaptive English Ability Assessment Based on Deep Learning
inferred← citeshttps://doi.org/10.1007/978-3-319-97148-3_32openalex-snapshot
Multi-digit Addition, Subtraction, Multiplication, and Division Strategies
inferred← citeshttps://doi.org/10.1007/978-3-658-38387-9openalex-snapshot
Die individuelle mathematische Kreativität von Schulkindern
inferred← citeshttps://doi.org/10.1007/978-94-007-1793-0_10openalex-snapshot
Analyzing and Developing Strategy Flexibility in Mathematics Education
inferred← citeshttps://doi.org/10.1007/978-981-10-6424-1_10openalex-snapshot
Movement in the Mathematics Classroom
inferred← citeshttps://doi.org/10.1007/978-981-13-2808-4_4openalex-snapshot
Problem Solving in the Security Context
inferred← citeshttps://doi.org/10.1007/978-981-16-1361-6_2openalex-snapshot
The Number Navigation Game: An Overview of an Iterative Development Process
inferred← citeshttps://doi.org/10.1007/978-981-32-9335-9_4openalex-snapshot
Game-Based Learning Analytics in Physics Playground
inferred← citeshttps://doi.org/10.1007/s00426-024-02008-wopenalex-snapshot
Strategy variability in computational estimation and its association with mathematical achievement
inferred← citeshttps://doi.org/10.1007/s10111-014-0281-3openalex-snapshot
The effect of 2D and 3D visual modes on surgical task performance: role of expertise and adaptation processes
inferred← citeshttps://doi.org/10.1007/s10212-011-0087-0openalex-snapshot
The development of students’ use of additive and proportional methods along primary and secondary school
inferred← citeshttps://doi.org/10.1007/s10212-015-0251-zopenalex-snapshot
Children’s use of number line estimation strategies
inferred← citeshttps://doi.org/10.1007/s10212-015-0255-8openalex-snapshot
Mental computation or standard algorithm? Children’s strategy choices on multi-digit subtractions
inferred← citeshttps://doi.org/10.1007/s10212-016-0305-xopenalex-snapshot
The role of teacher-related factors in mathematics skills between children attending Estonian-speaking and Russian-speaking schools
inferred← citeshttps://doi.org/10.1007/s10212-017-0357-6openalex-snapshot
Dutch sixth graders’ use of shortcut strategies in solving multidigit arithmetic problems
inferred← citeshttps://doi.org/10.1007/s10212-023-00786-2openalex-snapshot
Danish third, sixth and eighth grade students’ strategy adaptivity, strategy flexibility and accuracy when solving multidigit arithmetic tasks
inferred← citeshttps://doi.org/10.1007/s10459-022-10176-wopenalex-snapshot
Making sense of adaptive expertise for frontline clinical educators: a scoping review of definitions and strategies
inferred← citeshttps://doi.org/10.1007/s10648-023-09825-2openalex-snapshot
A Systematic Review of Mathematical Flexibility: Concepts, Measurements, and Related Research
inferred← citeshttps://doi.org/10.1007/s10648-024-09954-2openalex-snapshot
Task Characteristics Associated with Mathematical Word Problem-Solving Performance Among Elementary School-Aged Children: A Systematic Review and Meta-Analysis
inferred← citeshttps://doi.org/10.1007/s10648-025-10051-1openalex-snapshot
Toward an Integrated Model of the Individual Differences in Mathematical Flexibility
inferred← citeshttps://doi.org/10.1007/s10649-008-9155-zopenalex-snapshot
Acquisition and use of shortcut strategies by traditionally schooled children
inferred← citeshttps://doi.org/10.1007/s10649-011-9330-5openalex-snapshot
The inverse relation between multiplication and division: Concepts, procedures, and a cognitive framework
inferred← citeshttps://doi.org/10.1007/s10649-015-9658-3openalex-snapshot
Strategies and performance in elementary students’ three-digit mental addition
inferred← citeshttps://doi.org/10.1007/s10649-018-9863-yopenalex-snapshot
The relation between cognitive and emotional factors and arithmetic problem-solving
inferred← citeshttps://doi.org/10.1007/s10649-019-09886-7openalex-snapshot
Justifications for choices made in procedures
inferred← citeshttps://doi.org/10.1007/s10649-020-09938-3openalex-snapshot
Assessing conceptual knowledge through solving arithmetic word problems
inferred← citeshttps://doi.org/10.1007/s10649-021-10120-6openalex-snapshot
Improving rational number knowledge using the NanoRoboMath digital game
inferred← citeshttps://doi.org/10.1007/s10649-022-10191-zopenalex-snapshot
Learning to measure the area of composite shapes
inferred← citeshttps://doi.org/10.1007/s10649-026-10558-6openalex-snapshot
Investigating students’ opportunities to learn procedural flexibility: a comparative study of mathematics textbooks between the USA and China
inferred← citeshttps://doi.org/10.1007/s10763-013-9475-zopenalex-snapshot
STUDENTS’ UNDERSTANDING OF PROPORTIONAL, INVERSE PROPORTIONAL, AND AFFINE FUNCTIONS: TWO STUDIES ON THE ROLE OF EXTERNAL REPRESENTATIONS
inferred← citeshttps://doi.org/10.1007/s10763-017-9822-6openalex-snapshot
In-Service Teachers’ Content and Pedagogical Content Knowledge in Mental Calculations with Rational Numbers
inferred← citeshttps://doi.org/10.1007/s10763-022-10282-6openalex-snapshot
Which One Is the “Best”: a Cross-national Comparative Study of Students’ Strategy Evaluation in Equation Solving
inferred← citeshttps://doi.org/10.1007/s10763-025-10578-3openalex-snapshot
Children’s Arithmetic Strategy Use and Strategy Change from Grade 3 to Grade 4
inferred← citeshttps://doi.org/10.1007/s10857-009-9131-2openalex-snapshot
Using comparison to develop flexibility for teaching algebra
inferred← citeshttps://doi.org/10.1007/s10857-014-9287-2openalex-snapshot
Analysing the relationship between the problem-solving-related beliefs, competence and teaching of three Cypriot primary teachers
inferred← citeshttps://doi.org/10.1007/s10857-023-09602-6openalex-snapshot
Relationships between elementary mathematics specialist certification, knowledge, beliefs, and classroom learning environments
inferred← citeshttps://doi.org/10.1007/s11251-011-9199-9openalex-snapshot
What counts as a flexible representational choice? An evaluation of students’ representational choices to solve linear function problems
inferred← citeshttps://doi.org/10.1007/s11251-018-9457-1openalex-snapshot
Instructional approaches to foster third graders’ adaptive use of strategies: an experimental study on the effects of two learning environments on multi-digit addition and subtraction
inferred← citeshttps://doi.org/10.1007/s11251-021-09536-7openalex-snapshot
Coaching that supports teachers’ learning to enact ambitious instruction
inferred← citeshttps://doi.org/10.1007/s11423-025-10557-zopenalex-snapshot
MathFlowLens: a classification and visualization tool for analyzing students’ procedural pathways
inferred← citeshttps://doi.org/10.1007/s11423-026-10732-wopenalex-snapshot
Expanding conceptual evidence-building with the science of learning: integrating evidence weights, alignment estimates and iterative updates for educational innovations
inferred← citeshttps://doi.org/10.1007/s11528-018-0270-0openalex-snapshot
Avoiding Educational Technology Pitfalls for Inclusion and Equity
inferred← citeshttps://doi.org/10.1007/s11618-019-00893-1openalex-snapshot
Entwicklung und Validierung eines Strukturmodells von Visualisierungskompetenz für den Deutsch- und Mathematikunterricht der Sekundarstufe I
inferred← citeshttps://doi.org/10.1007/s11858-009-0184-6openalex-snapshot
Exploring strategy use and strategy flexibility in non-routine problem solving by primary school high achievers in mathematics
inferred← citeshttps://doi.org/10.1007/s11858-009-0187-3openalex-snapshot
Jump or compensate? Strategy flexibility in the number domain up to 100
inferred← citeshttps://doi.org/10.1007/s11858-009-0189-1openalex-snapshot
Conceptualising, investigating and stimulating representational flexibility in mathematical problem solving and learning: a critical review
inferred← citeshttps://doi.org/10.1007/s11858-009-0190-8openalex-snapshot
Flexible use of symbolic tools for problem solving, generalization, and explanation
inferred← citeshttps://doi.org/10.1007/s11858-009-0195-3openalex-snapshot
Strategies and flexibility in mental calculation
inferred← citeshttps://doi.org/10.1007/s11858-009-0203-7openalex-snapshot
Creativity, flexibility, adaptivity, and strategy use in mathematics
inferred← citeshttps://doi.org/10.1007/s11858-009-0205-5openalex-snapshot
Addition and subtraction of three-digit numbers: adaptive strategy use and the influence of instruction in German third grade
inferred← citeshttps://doi.org/10.1007/s11858-009-0214-4openalex-snapshot
Flexible and adaptive use of strategies and representations in mathematics education
inferred← citeshttps://doi.org/10.1007/s11858-011-0368-8openalex-snapshot
Children’s unit concepts in measurement: a teaching experiment spanning grades 2 through 5
inferred← citeshttps://doi.org/10.1007/s11858-017-0856-6openalex-snapshot
Cultivating mathematical skills: from drill-and-practice to deliberate practice
inferred← citeshttps://doi.org/10.1007/s11858-019-01090-4openalex-snapshot
Comparing German and Taiwanese secondary school students’ knowledge in solving mathematical modelling tasks requiring their assumptions
inferred← citeshttps://doi.org/10.1007/s11858-019-01114-zopenalex-snapshot
Learning to be an opportunistic word problem solver: going beyond informal solving strategies
inferred← citeshttps://doi.org/10.1007/s11858-023-01491-6openalex-snapshot
Strategy flexibility in mathematics
inferred← citeshttps://doi.org/10.1007/s11858-026-01797-1openalex-snapshot
Exploring the sustaining of mathematics interest: students navigating stuckness during online small-group activity
inferred← citeshttps://doi.org/10.1007/s13138-025-00262-yopenalex-snapshot
Die Bedeutung von Aufgabenprompts zur Förderung von Strategieflexibilität sowie prozeduralem und konzeptuellem Wissen beim Lösen quadratischer Gleichungen
inferred← citeshttps://doi.org/10.1007/s13394-019-00279-wopenalex-snapshot
Using complex learning tasks to build procedural fluency and financial literacy for young people with intellectual disability
inferred← citeshttps://doi.org/10.1007/s13394-024-00513-0openalex-snapshot
Assessing children’s capacity for procedural flexibility with mental addition
inferred← citeshttps://doi.org/10.1007/s13394-026-00589-wopenalex-snapshot
Tasks as mediators for advancing strategy flexibility in equation solving
inferred← citeshttps://doi.org/10.1007/s42010-019-00063-6openalex-snapshot
Systematisch einführen oder selbst entdecken lassen? Eine experimentelle Studie zur Förderung der adaptiven Nutzung von Rechenstrategien bei Grundschulkindern
inferred← citeshttps://doi.org/10.1016/b978-0-12-387691-1.00007-7openalex-snapshot
The Power of Comparison in Learning and Instruction: Learning Outcomes Supported by Different Types of Comparisons
inferred← citeshttps://doi.org/10.1016/b978-0-12-805086-6.00012-6openalex-snapshot
The Power of Comparison in Mathematics Instruction: Experimental Evidence From Classrooms
inferred← citeshttps://doi.org/10.1016/b978-0-12-817414-2.00005-1openalex-snapshot
Subtraction by addition: A remarkably natural and clever way to subtract?
inferred← citeshttps://doi.org/10.1016/b978-2-294-75466-1.00023-6openalex-snapshot
Les apprentissages numériques
inferred← citeshttps://doi.org/10.1016/j.actpsy.2009.10.012openalex-snapshot
Using addition to solve large subtractions in the number domain up to 20
inferred← citeshttps://doi.org/10.1016/j.actpsy.2010.08.007openalex-snapshot
Adults’ use of subtraction by addition
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2026.102454openalex-snapshot
From replication to extension: Unveiling student profiles in fraction comparison tasks
inferred← citeshttps://doi.org/10.1016/j.compedu.2018.09.011openalex-snapshot
Effects of a mathematics game-based learning environment on primary school students' adaptive number knowledge
inferred← citeshttps://doi.org/10.1016/j.jecp.2010.06.001openalex-snapshot
The role of intelligence and feedback in children’s strategy competence
inferred← citeshttps://doi.org/10.1016/j.jecp.2012.10.005openalex-snapshot
The role of executive attention in the acquisition of mathematical skills for children in Grades 2 through 4
inferred← citeshttps://doi.org/10.1016/j.jecp.2022.105544openalex-snapshot
Subtraction by addition in young multi-digit subtraction learners: A choice/no-choice study
inferred← citeshttps://doi.org/10.1016/j.jmathb.2022.100952openalex-snapshot
Learning to measure the area of quadrilaterals through decomposition and recomposition
inferred← citeshttps://doi.org/10.1016/j.jmathb.2022.100994openalex-snapshot
Strategies informed by various ways of experiencing number relations in subtraction tasks
inferred← citeshttps://doi.org/10.1016/j.jmathb.2023.101031openalex-snapshot
Flexibility across and flexibility within: The domain of integer addition and subtraction
inferred← citeshttps://doi.org/10.1016/j.jmathb.2023.101040openalex-snapshot
Does collaborative and experiential work influence the solution of real-context estimation problems? A study with prospective teachers
inferred← citeshttps://doi.org/10.1016/j.lcsi.2026.100992openalex-snapshot
How sixth graders engage with others' balance rules: The role of adaptive number knowledge
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2012.10.004openalex-snapshot
Collaborative learning with multi-touch technology: Developing adaptive expertise
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2015.09.002openalex-snapshot
Do gestures matter? The implications of using touchscreen devices in mathematics instruction
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2015.09.008openalex-snapshot
Solution strategies and adaptivity in multidigit division in a choice/no-choice experiment: Student and instructional factors
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2017.02.001openalex-snapshot
Adaptive number knowledge and its relation to arithmetic and pre-algebra knowledge
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2019.01.004openalex-snapshot
Increasing the use of conceptually-derived strategies in arithmetic: using inversion problems to promote the use of associativity shortcuts
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2020.101311openalex-snapshot
Fourth graders’ adaptive strategy use in solving multidigit subtraction problems
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2020.101347openalex-snapshot
Distinguishing adaptive from routine expertise with rational number arithmetic
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2020.101354openalex-snapshot
Fostering the acquisition of subtraction strategies with interleaved practice: An intervention study with German third graders
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2022.101668openalex-snapshot
How do professional development programs on comparing solution methods and classroom discourse affect students' achievement in mathematics? The mediating role of students’ subject matter justifications
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2024.101889openalex-snapshot
The application of arithmetic principles predicts mathematical achievement in college students
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2024.102033openalex-snapshot
Overcoming the gap between knowledge and use in mathematical flexibility: Examining the role of inhibitory control
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2024.102074openalex-snapshot
Misconceptions of the order of operations and associativity use
inferred← citeshttps://doi.org/10.1016/j.lindif.2014.11.010openalex-snapshot
Third graders’ verbal reports of multiplication strategy use: How valid are they?
inferred← citeshttps://doi.org/10.1016/j.lindif.2016.02.007openalex-snapshot
Adaptive number knowledge: Exploring the foundations of adaptivity with whole-number arithmetic
inferred← citeshttps://doi.org/10.1016/j.lindif.2016.02.009openalex-snapshot
The effect of constant versus varied training on transfer in a cognitive skill learning task: The case of the Tower of Hanoi Puzzle
inferred← citeshttps://doi.org/10.1016/j.lindif.2017.07.004openalex-snapshot
The use of number-based versus digit-based strategies on multi-digit subtraction: 9–12-year-olds' strategy use profiles and task performance
inferred← citeshttps://doi.org/10.1016/j.lindif.2018.04.014openalex-snapshot
Learning trajectories towards strategy proficiency in multi-digit division – A latent transition analysis of strategy and error profiles
inferred← citeshttps://doi.org/10.1016/j.lindif.2019.02.006openalex-snapshot
Effects of mathematics textbooks on the development of primary school children's adaptive expertise in arithmetic
inferred← citeshttps://doi.org/10.1016/j.tate.2026.105745openalex-snapshot
Enhancing students’ mathematics achievement through teacher professional development on peer- and self-assessment: A randomized controlled trial
inferred← citeshttps://doi.org/10.1016/j.tine.2021.100152openalex-snapshot
Conceptual knowledge of the associativity principle: A review of the literature and an agenda for future research
inferred← citeshttps://doi.org/10.1016/j.tsc.2024.101679openalex-snapshot
Examination of mathematics teachers’ strategic flexibility in solving mathematical problems
inferred← citeshttps://doi.org/10.1017/9781108235631.007openalex-snapshot
Iterative Development of Conceptual and Procedural Knowledge in Mathematics Learning and Instruction
inferred← citeshttps://doi.org/10.1017/cbo9781139013451.016openalex-snapshot
Adaptive Expertise and Knowledge Fluency in Design and Innovation
inferred← citeshttps://doi.org/10.1024/2235-0977/a000446openalex-snapshot
Entwicklung der Rechenflüssigkeit in der 5. Klasse und relevante Einflussfaktoren
inferred← citeshttps://doi.org/10.1027/1618-3169/a000546openalex-snapshot
Individual Differences in the Evolution of Counting
inferred← citeshttps://doi.org/10.1037/a0024070openalex-snapshot
Cultural differences in strategic behavior: A study in computational estimation.
inferred← citeshttps://doi.org/10.1037/a0024997openalex-snapshot
Relations among conceptual knowledge, procedural knowledge, and procedural flexibility in two samples differing in prior knowledge.
inferred← citeshttps://doi.org/10.1037/a0037346openalex-snapshot
Strategic flexibility in computational estimation for Chinese- and Canadian-educated adults.
inferred← citeshttps://doi.org/10.1080/0020739x.2019.1663951openalex-snapshot
An integrated hierarchical model of 5th grade students’ computational estimation strategies
inferred← citeshttps://doi.org/10.1080/0020739x.2020.1840639openalex-snapshot
Between confidence and procedural flexibility in calculus
inferred← citeshttps://doi.org/10.1080/0020739x.2022.2105760openalex-snapshot
Indicators of gifted students’ strategic flexibility in non-routine problem solving
inferred← citeshttps://doi.org/10.1080/0020739x.2023.2288818openalex-snapshot
Flexibility of differentiation procedures in calculus
inferred← citeshttps://doi.org/10.1080/0020739x.2024.2328341openalex-snapshot
Grade six students’ multidigit arithmetic strategy adaptivity and flexibility: evaluating a novel tri-phase assessment tool
inferred← citeshttps://doi.org/10.1080/0020739x.2024.2438376openalex-snapshot
Solving fractional equations: (in)flexibility and its roots
inferred← citeshttps://doi.org/10.1080/00220671.2021.1975618openalex-snapshot
Linking critical thinking disposition, cognitive flexibility and achievement: Math anxiety’s mediating role
inferred← citeshttps://doi.org/10.1080/00220973.2019.1586629openalex-snapshot
Mathematical Flexibility: Aspects of a Continuum and the Role of Prior Knowledge
inferred← citeshttps://doi.org/10.1080/00220973.2021.1903377openalex-snapshot
Comparing and Discussing Multiple Strategies: An Approach to Improving Algebra Instruction
inferred← citeshttps://doi.org/10.1080/00313831.2026.2727858openalex-snapshot
Developmental associations between adaptive number knowledge and routine mathematical knowledge
inferred← citeshttps://doi.org/10.1080/00461520.2026.2695644openalex-snapshot
Defining and measuring mathematical strategy flexibility: A systematic review with a multidimensional framework
inferred← citeshttps://doi.org/10.1080/01443410.2013.785064openalex-snapshot
Improving students’ representational flexibility in linear-function problems: an intervention
inferred← citeshttps://doi.org/10.1080/03004279.2023.2171739openalex-snapshot
Spanish primary school students’ engagement with a non-traditional method when adding and subtracting: ritualised versus exploratory participation
inferred← citeshttps://doi.org/10.1080/07370008.2021.1896521openalex-snapshot
Children’s Spontaneous Additive Strategy Relates to Multiplicative Reasoning
inferred← citeshttps://doi.org/10.1080/08957347.2016.1138959openalex-snapshot
Multilevel Latent Class Analysis for Large-Scale Educational Assessment Data: Exploring the Relation Between the Curriculum and Students’ Mathematical Strategies
inferred← citeshttps://doi.org/10.1080/10986065.2018.1442641openalex-snapshot
Relational Reasoning about Numbers and Operations – Foundation for Calculation Strategy Use in Multi-Digit Multiplication and Division
inferred← citeshttps://doi.org/10.1080/10986065.2018.1474533openalex-snapshot
A Longitudinal Study Revisiting the Notion of Early Number Sense: Algebraic Arithmetic AS a Catalyst for Number Sense Development
inferred← citeshttps://doi.org/10.1080/10986065.2020.1842968openalex-snapshot
Is counting hindering learning? An investigation into children’s proficiency with simple addition and their flexibility with mental computation strategies
inferred← citeshttps://doi.org/10.1080/10986065.2024.2435827openalex-snapshot
Opportunity to learn flexible and adaptive strategy use in current and past Dutch mathematics textbooks
inferred← citeshttps://doi.org/10.1080/10986065.2026.2621427openalex-snapshot
Flexibility and adaptivity of prospective primary school teachers in multi-digit addition and subtraction
inferred← citeshttps://doi.org/10.1080/13664530.2022.2075447openalex-snapshot
Linking theories and actions-in-practice: infusing N=1 action research projects into educational psychology courses
inferred← citeshttps://doi.org/10.1080/14794802.2011.624750openalex-snapshot
The use of additive composition in arithmetic: the case of children classified as low attainers
inferred← citeshttps://doi.org/10.1080/14794802.2013.797745openalex-snapshot
Efficient and flexible strategy use on multi-digit sums: a choice/no-choice study
inferred← citeshttps://doi.org/10.1080/14794802.2016.1148626openalex-snapshot
Developing flexible procedural knowledge in undergraduate calculus
inferred← citeshttps://doi.org/10.1080/14794802.2022.2081991openalex-snapshot
Learning to calculate surface area: a focus on strategy choice
inferred← citeshttps://doi.org/10.1080/2331186x.2023.2263624openalex-snapshot
On the Math Kangaroo Finland: Homogeneous subgroups, misconceptions and answering choices
inferred← citeshttps://doi.org/10.1086/669124openalex-snapshot
Finnish Mathematics Teaching from a Reform Perspective: A Video-Based Case-Study Analysis
inferred← citeshttps://doi.org/10.1088/1742-6596/1613/1/012015openalex-snapshot
Flexibility in solving open-ended mathematics problems based on students’ thinking styles
inferred← citeshttps://doi.org/10.1093/oxfordhb/9780199642342.013.005openalex-snapshot
Individual Differences in Basic Arithmetical Processes in Children and Adults
inferred← citeshttps://doi.org/10.1093/oxfordhb/9780199642342.013.014openalex-snapshot
Developing Conceptual and Procedural Knowledge of Mathematics
inferred← citeshttps://doi.org/10.1108/s0749-742320190000020012openalex-snapshot
Supporting Motivation in Collaborative Learning: Challenges in the Face of an Uncertain Future
inferred← citeshttps://doi.org/10.1109/icidm51048.2020.9339654openalex-snapshot
Arithmatopia: Using MOBA Game to Increase Basic Calculation Proficiency
inferred← citeshttps://doi.org/10.1109/smc.2017.8122647openalex-snapshot
E-learning recommendation framework based on deep learning
inferred← citeshttps://doi.org/10.1109/tale52509.2021.9678639openalex-snapshot
Practical Application of the Learning Mechanics-Game Mechanics Framework for Serious Games Design and Analysis for the Development of Mental Computation in Virtual Reality
inferred← citeshttps://doi.org/10.1109/tg.2024.3357452openalex-snapshot
Countdown VR: A Serious Game in Virtual Reality to Develop Mental Computation Skills
inferred← citeshttps://doi.org/10.1111/bjdp.12223openalex-snapshot
Grade‐related differences in strategy use in multidigit division in two instructional settings
inferred← citeshttps://doi.org/10.1111/bjep.12113openalex-snapshot
Children's understanding of the addition/subtraction complement principle
inferred← citeshttps://doi.org/10.1111/bjep.12340openalex-snapshot
The mathematical flexibility of college students: The role of cognitive and affective factors
inferred← citeshttps://doi.org/10.1111/bjep.12363openalex-snapshot
Are differences between social classes reduced by non‐symbolic numerical tasks? Evidence from the ELFE cohort
inferred← citeshttps://doi.org/10.1111/bjep.12364openalex-snapshot
How mathematics anxiety affects students' inflexible perseverance in mathematics problem‐solving: Examining the mediating role of cognitive reflection
inferred← citeshttps://doi.org/10.1111/bjep.12471openalex-snapshot
Predicting adaptive expertise with rational number arithmetic
inferred← citeshttps://doi.org/10.1111/bjep.70047openalex-snapshot
Gender differences in computation strategies: Evidence across adolescent and adult samples
inferred← citeshttps://doi.org/10.1111/bjet.13228openalex-snapshot
Using intra‐task flexibility on an intelligent tutoring system to promote arithmetic problem‐solving proficiency
inferred← citeshttps://doi.org/10.1111/bjop.12003openalex-snapshot
Children's use of addition to solve two‐digit subtraction problems
inferred← citeshttps://doi.org/10.1111/cdev.13568openalex-snapshot
Predicting Middle School Profiles of Algebra Performance Using Fraction Knowledge
inferred← citeshttps://doi.org/10.1111/j.1465-3435.2011.01484.xopenalex-snapshot
Assessing Key Competences across the Curriculum — and Europe
inferred← citeshttps://doi.org/10.1111/j.2044-8279.2011.02037.xopenalex-snapshot
Developing procedural flexibility: Are novices prepared to learn from comparing procedures?
inferred← citeshttps://doi.org/10.1145/2674683.2674685openalex-snapshot
Automatic assessment and immediate feedback in first grade mathematics
inferred← citeshttps://doi.org/10.1145/3785022.3785096openalex-snapshot
Understanding and Modeling Math Strategy Use in Intelligent Tutoring Systems
inferred← citeshttps://doi.org/10.1155/2012/238435openalex-snapshot
The Development of Attitudes and Emotions Related to Mathematics
inferred← citeshttps://doi.org/10.1155/2012/459385openalex-snapshot
Children's Use of Arithmetic Shortcuts: The Role of Attitudes in Strategy Choice
inferred← citeshttps://doi.org/10.1163/26670127-01010005openalex-snapshot
Upper Elementary School Children’s Adaptive Use of Subtraction by Addition: A Choice/No-Choice Replication Study Involving Two Choice Conditions
inferred← citeshttps://doi.org/10.1163/27726673-bja00031openalex-snapshot
Understanding Teacher Adaptive Expertise
inferred← citeshttps://doi.org/10.1177/00222194261441290openalex-snapshot
Effects of Calculation and Reading Fluency Interventions Focusing on Awareness and Adaptive Use of Strategies: Supporting Children With Comorbid Fluency Problems
inferred← citeshttps://doi.org/10.1177/0047239520908838openalex-snapshot
Limits and Virtues of Educational Technology in Elementary School Mathematics
inferred← citeshttps://doi.org/10.1177/0261927x17706944openalex-snapshot
Multilingualism and Out-Group Acceptance: The Mediating Roles of Cognitive Flexibility and Deprovincialization
inferred← citeshttps://doi.org/10.1177/07356331231209773openalex-snapshot
Conceptualizing Flexibility in Programming-Based Mathematical Problem-Solving
inferred← citeshttps://doi.org/10.1177/1046878116673679openalex-snapshot
Voluntary vs Compulsory Playing Contexts
inferred← citeshttps://doi.org/10.1177/1747021820905739openalex-snapshot
Investigating the role of attention in the identification of associativity shortcuts using a microgenetic measure of implicit shortcut use
inferred← citeshttps://doi.org/10.1177/17470218211053309openalex-snapshot
Effects of presentation modality and duration on children’s strategy use: A study in computational estimation
inferred← citeshttps://doi.org/10.1177/27527263231163593openalex-snapshot
Investigating algorithm-oriented flexibility and structure-informed flexibility in mathematics learning
inferred← citeshttps://doi.org/10.1186/s40594-021-00322-yopenalex-snapshot
Exploring students’ procedural flexibility in three countries
inferred← citeshttps://doi.org/10.1186/s40928-018-0011-4openalex-snapshot
The relationship between mental computation and relational thinking in the seventh grade
inferred← citeshttps://doi.org/10.12691/education-3-12-6openalex-snapshot
Common and Flexible Use of Mathematical Non Routine Problem Solving Strategies
inferred← citeshttps://doi.org/10.12691/education-4-4-1openalex-snapshot
Comparing the Effectiveness of Four Interventions for the Support of Students with Learning Disabilities in Acquiring Arithmetic Combinations of Multiplication and Division
inferred← citeshttps://doi.org/10.12973/eurasia.2015.1325aopenalex-snapshot
Duality of Mathematical Thinking When Making Sense of Simple Word Problems: Theoretical Essay
inferred← citeshttps://doi.org/10.12973/eurasia.2015.1442aopenalex-snapshot
Prospective Primary School Teachers’ Proficiencies in Solving Real-World Problems: Approaches, Strategies and Models
inferred← citeshttps://doi.org/10.12973/eurasia.2016.1307aopenalex-snapshot
Flexibly Applying the Distributive Law – Students’ Individual Ways of Perceiving the Distributive Property
inferred← citeshttps://doi.org/10.1371/journal.pone.0074972openalex-snapshot
Spontaneous Usage of Different Shortcuts Based on the Commutativity Principle
inferred← citeshttps://doi.org/10.14232/iskkult.2020.9.26openalex-snapshot
A matematikai gondolkodás fejlettségi szintje beilleszkedési, magatartási és tanulási nehézséggel küzdő 5–8. évfolyamos diákok körében
inferred← citeshttps://doi.org/10.14349/sumapsi2012.1229openalex-snapshot
Logro en matemáticas, autorregulación del aprendizaje y estilo cognitivo
inferred← citeshttps://doi.org/10.14786/flr.v2i1.37openalex-snapshot
How we use what we learn in Math: An integrative account of the development of commutativity.
inferred← citeshttps://doi.org/10.1590/1980-4415v28n48a04openalex-snapshot
Flexibilidad en la resolución de problemas de identificación de patrones lineales en estudiantes de educación secundaria
inferred← citeshttps://doi.org/10.1590/1980-4415v33n64a06openalex-snapshot
Estratégias, Representações e Flexibilidade na Resolução de Tarefas de Comparação Multiplicativa
inferred← citeshttps://doi.org/10.1590/2175-623687078openalex-snapshot
Developing Flexibility in Mental Calculation
inferred← citeshttps://doi.org/10.17083/ijsg.v10i4.634openalex-snapshot
Mathematical game performance as an indicator of deliberate practice
inferred← citeshttps://doi.org/10.17275/per.22.110.9.5openalex-snapshot
Preservice Middle School Mathematics Teachers’ Development of Flexibility and Strategy Use by Geometric Thinking in Dynamic Geometry Environments
inferred← citeshttps://doi.org/10.17278/ijesim.954705openalex-snapshot
Dokuzuncu Sınıf Öğrencilerinin Cebirsel Kesirleri İçeren Denklemler Bağlamında İşlem Esnekliklerinin Gelişiminin İncelenmesi
inferred← citeshttps://doi.org/10.17648/acta.scientiae.7097openalex-snapshot
Exploring The Field-Independent Student’s in Understanding Derivative Concepts: A Case of Commognitive Perspective
showing the first 200 of 274 · page through all 274
Editorial review for independent work. ICSAC — the Institute for Complexity
Science and Advanced Computing — runs a structured editorial panel for researchers
publishing outside journals, and publishes on CiteStamp rails. Submission is free
and goes through ORCID: icsacinstitute.org/submit.