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Affichage de 201 - 220 of 1609 (Bibliographie: Bibliographie WIKINDX globale)
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Cai, J. (2000). Understanding and representing the arithmetic averaging algorithm: an analysis and comparison of u.s. and chinese students' responses. International Journal of Mathematical Education in Science and Technology, 31(6), pp. 839–855.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 25.82%
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Cai, J., & Gorowara, C. C. (2002). Teachers’ conceptions and constructions of pedagogical representations in teaching statistics: a case of arithmetic average. In B. Phillips (Ed.), Developing a statistically literate society: Proceedings of the Sixth International Conference on Teaching Statistics (pp. 401–406). International Association for Statistical Education.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.1%
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Cai, J., Lo, J. J., & Watanabe, T. (2002). Intended treatments of arithmetic average in u.s. and asian school mathematics textbooks. School Science and Mathematics, 102(8), pp. 391–404.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26.28%
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Cain, K., & Oakhill, J. (1999). Inference making ability and its relation to comprehension failure in young children. Reading and Writing: An Interdisciplinary Journal, 11(5-6), p. p489.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.56%
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Cain, K., Oakhill, J., Barnes, M. A., & Bryant, P. (2001). Comprehension skill, inference-making ability, and the relation to knowledge. Memory & Cognition, 29(6), p. p850–859.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.49%
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Cain, K. (2003). Text comprehension and its relation to coherence and cohesion in children's fictional narratives. British Journal of Developmental Psychology, 21(3), p. p335–351.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.22%
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Cain, K., Oakhill, J., & Lemmon, K. (2004). Individual differences in the inference of word meanings from context: The influence of reading comprehension, vocabulary knowledge, and memory capacity. Journal of educational psychology, 96(4), p. p671–681.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.77%
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Cain, K., Oakhill, J., & Bryant, P. (2004). Children's reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of educational psychology, 96(1), p. p31–42.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.4%
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Cameron, L. (2002). Metaphors in the learning of science: A discourse focus. British Educational Research Journal, 28(5), p. p673–688.
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Ajoutée par: Lynda Taabane
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Pop. 28.47%
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Campanario, J. M. (2002). The parallelism between scientists' and students' resistance to new scientific ideas. International journal of science education, 24(10), p. p1095.
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Ajoutée par: Lynda Taabane
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Pop. 25.55%
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Campbell, A. L., Brooks, P., & Tomasello, M. (2000). Factors affecting young children's use of pronouns as referring expressions. Journal of Speech, Language, and Hearing Research, 43(6), p. p1337.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 25%
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Campbell, A. E., Adams, V. M., & Davis, G. E. (2007). Cognitive demands and second-language learners: A framework for analyzing mathematics instructional contexts. mathematical thinking and learning, 9(1), pp. 3–30.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.39%
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Campbell, J. I. D., & Xue, Q. (2001). Cognitive arithmetic across cultures. Journal of Experimental Psychology: General, 130(2), p. p299–315.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.49%
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Campbell, J. D., & Katz, A. N. (2006). On reversing the topics and vehicles of metaphor. Metaphor and Symbol, 21(1), p. p1–22.
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Ajoutée par: Lynda Taabane
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Pop. 32.48%
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Canal, P. (1999). Photosynthesis and "inverse respiration" in plants: An inevitable misconception? International journal of science education, 21(4), p. p363.
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Ajoutée par: Lynda Taabane
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Pop. 27.1%
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Canobi, K. H., Reeve, R. A., & Pattison, P. E. (1998). The role of conceptual understanding in children's addition problem solving. Developmental Psychology, 34(5), pp. 882–891.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.47%
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Canobi, K. H., Reeve, R. A., & Pattison, P. E. (2002). Young children's understanding of addition concepts. Educational Psychology: An International Journal of Experimental Educational Psychology, 22(5), pp. 513–532.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.3%
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Canobi, K. H., Reeve, R. A., & Pattison, P. E. (2003). Patterns of knowledge in children's addition. Developmental Psychology, 39(3), p. p521–534.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 37.5%
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Capelo, C., & Dias, J. (2009). A feedback learning and mental models perspective on strategic decision making. Educational Technology Research & Development, 57(5), pp. 629–644.
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Ajoutée par: Lynda Taabane
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Pop. 28.01%
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Caplan, L. J., & Barr, R. A. (1991). The effects of feature necessity and extrinsicity on gradedness of category membership and class inclusion relations. British Journal of Psychology, 82(4), p. p427.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.92%
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