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Bassok, M. (1997). Object-based reasoning. The psychology of learning and motivation, 37, pp. 1–39.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.74%
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Bassok, M., Chase, V. M., & Martin, S. A. (1998). Adding apples and oranges: Alignment of semantic and formal knowledge. cognitive psychology, 35(2), p. p99–134.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.22%
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Bassok, M. (2001). Semantic alignments in mathematical word problems. In D. Gentner, K. J. Holyoak & B. N. Kokinov (Eds.), The analogical mind: Perspectives from cognitive science. (pp. p401–433). The MIT Press.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.95%
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Bastien-Toniazzo, M., Blaye, A., & Cayol, D. (1997). Résolution de problème par analogie par des enfants de grande section de maternelle. L'année Psychologique, 97(3), p. p409–432.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.86%
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Batanero, C., Godino, J. D., Vallecillos, A., Green, D. R., & Holmes, P. (1994). Errors and difficulties in understanding elementary statistical concepts. International Journal of Mathematics Education in Science and Technology, 25(4), pp. 527–547.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26%
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Bautista, D., Mitchelmore, M., & Mulligan, J. (2009). Factors influencing filipino children's solutions to addition and subtraction word problems. Educational Psychology, 29(6), pp. 729–745.
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Ajoutée par: Lynda Taabane
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Pop. 29.29%
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Bazzini, L. (2001). From grounding metaphors to technological devices: a call for legitimacy in school mathematics. Educational Studies in Mathematics, 47, pp. 259–271.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.84%
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Bédard, J., & Chi, M. T. H. (1992). Expertise. Current Directions in Psychological Science, 1(4), p. p135–139.
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Ajoutée par: Lynda Taabane
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Pop. 34.03%
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Beilock, S. L., Kulp, C. A., Holt, L. E., & Carr, T. H. (2004). More on the fragility of performance: Choking under pressure in mathematical problem solving. Journal of Experimental Psychology: General, 133(4), p. p584–600.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.13%
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Beilock, S. L., & DeCaro, M. S. (2007). From poor performance to success under stress: Working memory, strategy selection, and mathematical problem solving under pressure. Journal of experimental psychology: Learning, Memory, and Cognition, 33(6), p. p983–998.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.13%
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Belia, S., Fidler, F., Williams, J., & Cumming, G. (2005). Researchers misunderstand confidence intervals and standard error bars. Psychological Methods, 10(4), p. p389–396.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.57%
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Bell, A., Fischbein, E., & Greer, B. (1984). Choice of operation in verbal arithmetic problems: the effects of number size, problem structure and context. Educational Studies in Mathematics, 15, pp. 129–147.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.57%
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Beller, S., & Spada, H. (2003). The logic of content effects in propositional reasoning: The case of conditional reasoning with a point of view. Thinking & Reasoning, 9(4), p. p335.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.03%
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Benyon, D., & Imaz, M. (1999). Metaphors and models: Conceptual foundations of representations in interactive systems development. Human-Computer Interaction, 14(1), p. p159–189.
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Ajoutée par: Lynda Taabane
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Pop. 31.75%
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Berch, D. B. (2005). Making sense of number sense: Implications for children with mathematical disabilities. Journal of learning disabilities, 38(4), pp. 333–339.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.39%
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Berger, C. (1997). Catégorisation, formation de concepts et induction: Rôle des informations perceptives et conceptuelles chez le jeune enfant. L'année Psychologique, 97(3), p. p495–517.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.76%
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Berger, M. (2004). The functional use of a mathematical sign. Educational Studies in Mathematics, 55, pp. 81–102.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.31%
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Bernardo, A. B. I., & Okagaki, L. (1994). Roles of symbolic knowledge and problem-information context in solving word problems. Journal of educational psychology, 86(2), p. p212–220.
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Ajoutée par: Lynda Taabane
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Pop. 33.94%
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Bernardo, A. B. I. (2001). Analogical problem construction and transfer in mathematical problem solving. Educational Psychology, 21(2), p. p137–150.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.58%
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Bernicot, J. (1981). Le développement des systèmes sémantiques de verbes d'action. Monographies Françaises de Psychologie, 53, p. 113.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.39%
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