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Micallef, S., & Prior, M. (2004). Arithmetic learning difficulties in children. Educational Psychology, 24(2), pp. 175–200.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.9%
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Moreau, S. ((2001). La compréhension des énoncés de problèmes arithmétiques: Rôle du modèle de situation.). 1, Université de Poitiers, Poitiers.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 25.48%
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Moreau, S., & Coquin-Viennot, D. (2003). Comprehension of arithmetic word problems by fifth-grade pupils: Representations and selection of information. British Journal of Educational Psychology, 73(1), p. p109.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.46%
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Muth, D. K. (1984). Solving arithmetic word problems: Role of reading and computational skills. Journal of educational psychology, 76(2), p. p205–210.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.64%
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Mwangi, W., & Sweller, J. (1998). Learning to solve compare word problems: The effect of example format and generating self-explanations. Cognition & Instruction, 16(2), pp. 173–199.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 28.47%
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Nathan, M. J., Kintsch, W., & Young, E. (1992). A theory of algebra-word-problem comprehension and its implications for the design of learning environments. Cognition & Instruction, 9(4), p. p329.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.74%
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Nesher, P. (1981). Levels of description in the analysis of addition and subtraction. In T. P. Carpenter, J. M. Moser & T. A. Romberg (Eds.), Addition and substraction : A cognitive perspective (pp. 25–39). Hillsdale, NJ: Lawrence Erlbaum.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 25.93%
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Neuman, Y., & Schwarz, B. (2000). Substituting one mystery for another: The role of self-explanations in solving algebra word-problems. Learning and Instruction, 10(3), pp. 203–220.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.46%
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Prabhakaran, V., Rypma, B., & Gabrieli, J. D. E. (2001). Neural substrates of mathematical reasoning: A functional magnetic resonance imaging study of neocortical activation during performance of the necessary arithmetic operations test. Neuropsychology, 15(1), p. p115–127.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.01%
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Reed, S. K. (1984). Estimating answers to algebra word problems. Journal of experimental psychology: Learning, Memory, and Cognition, 10(4), pp. 778–790.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.19%
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Reusser, K., Lajoie, S. P., & Derry, S. J. (1993). Tutoring systems and pedagogical theory: Representational tools for understanding, planning, and reflection in problem solving. In Computers as cognitive tools. (pp. p143–177). Lawrence Erlbaum Associates, Inc.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.01%
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Reusser, K. (2000). Success and failure in school mathematics: Effects of instruction and school environment. European Child & Adolescent Psychiatry, 9(2), pp. 17–26.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.65%
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Rickard, T. C. (2005). A revised identical elements model of arithmetic fact representation. Journal of experimental psychology: Learning, Memory, and Cognition, 31(2), p. p250–257.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.47%
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Riley, M. S., & Greeno, J. G. (1988). Developmental analysis of understanding language about quantities and of solving problems. Cognition & Instruction, 5(1), p. p49.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.55%
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Robinson, K. M. (2001). The validity of verbal reports in children's subtraction. Journal of educational psychology, 93(1), p. p211–222.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.37%
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Schliemann, A. D., Araujo, C., Cassundé, M. A., Macedo, S., & Nicéas, L. (1998). Use of multiplicative commutativity by school children and street sellers. Journal for Research in Mathematics Education, 29(4), p. p422–435.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.82%
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Sophian, C. (1988). Early developments in children's understanding of number: Inferences about numerosity and one-to-one correspondence. Child Development, 59(5), p. p1397.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.19%
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Sophian, C., & McCorgray, P. (1994). Part-whole knowledge and early arithmetic problem solving. Cognition & Instruction, 12(1), p. p3.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.37%
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Sophian, C., & Vong, K. I. (1995). The parts and wholes of arithmetic story problems: Developing knowledge in preschool years. Cognition and Instruction, 13(3), p. p469–477.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.72%
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Sophian, C., & Madrid, S. (2003). Young children's reasoning about many-to-one correspondences. Child Development, 74(5), p. p1418–1432.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.63%
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