Titlebook: Mathematics and Transition to School; International Perspe Bob Perry,Amy MacDonald,Ann Gervasoni Book 2015 Springer Science+Business Media

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Carol Aubrey,D?nd? Durmazd the H…H contact between the hydrogen atoms characterized by the opposite charges is observed; i.e. between the protonic (A)H and hydridic (B)H hydrogens. For the A–H…σ hydrogen bond the A–H proton donating bond interacts with the σ-electrons of the molecular hydrogen. These interactions are topolo

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Kirsti Hemmi,Andreas Ryvedictate the functionality of many biological and host-guest systems. A good comprehension of the different non-covalent forces is necessary for the rational design of new drugs and developing improved synthetic receptors capable to function in competitive media. Interactions involving aromatic rings

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Mathematics and Transition to School: Theoretical Frameworks and Practical Implications,e—learning mathematics and starting (primary or elementary) school. The chapters take a variety of perspectives, and integrate these two components in sometimes explicit and sometimes more subtle ways. This chapter provides a theoretical framework for transition to school and investigates possible p

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Swimming Upstream in a Torrent of Assessmentthe wrong path when it comes to assessing young children. The temptation to rely on standardised assessment practices may result in misguided understandings about what children actually know about mathematics. As part of a larger study of professional development with teachers focused on culturally

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Children’s Mathematical Knowledge Prior to Starting School and Implications for Transitiona and text book writers assume. This issue and implications arising for children’s transition to school are explored in this chapter through examining data for 125 children who participated in the Australian . in 2012, 1438 children who participated in the Australian . (ENRP) in 2001, and the new ..

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Transition to School: Prior to School Mathematical Skills and Knowledge of Low-Achieving Children atchievement in mathematics at the end of primary school. In this context, the ongoing 3-year longitudinal study discussed in this chapter, investigates the development of early numeracy understanding of 408 children from 1 year prior to school until the end of Grade 1. The study seeks to identify chi