Affichage de 61 - 71 of 71 (Bibliographie: Bibliographie WIKINDX globale)
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Category: problèmes arithmétiques
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Squire, S., & Bryant, P. (2002). From sharing to dividing: Young children’s understanding of division. Developmental Science, 5(4), p. p452–466.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.7%
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Squire, S., & Bryant, P. (2002). The influence of sharing on children's initial concept of division. Journal of Experimental Child Psychology, 81(1), p. p1.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 29.88%
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Squire, S., & Bryant, P. (2003). Children's models of division. Cognitive Development, 18(3), p. p355–376.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.42%
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Staub, F. C., Reusser, K., Weaver, C. I. A., Mannes, S., & Fletcher, C. R. (1995). The role of presentational structures in understanding and solving mathematical word problems. In Discourse comprehension: Essays in honor of Walter Kintsch. (pp. p285–305). Lawrence Erlbaum Associates, Inc.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.7%
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Thevenot, C., Barrouillet, P., & Fayol, M. (2001). Algorithmic solution of arithmetic problems and operands–answer associations in long-term memory. Quarterly Journal of Experimental Psychology: Section A, 54(2), p. p599–611.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.15%
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Thevenot, C., Barrouillet, P., & Fayol, M. (2004). Représentation mentale et procédures de résolution de problèmes arithmétiques: L'effet du placement de la question. L'année Psychologique, 104(4), p. p683–699.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.97%
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Thevenot, C., & Oakhill, J. (2006). Representations and strategies for solving dynamic and static arithmetic word problems: The role of working memory capacities. European Journal of Cognitive Psychology, 18(5), pp. 756–775.
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Ajoutée par: Sterenn Audo
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Pop. 37.78%
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Thevenot, C., Devidal, M., Barrouillet, P., & Fayol, M. (2007). Why does placing the question before an arithmetic word problem improve performance? a situation model account. Quarterly Journal of Experimental Psychology, 60(1), p. p43–56.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 35.88%
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Tirosh, D., & Graeber, A. O. (1991). The effect of problem type and common misconceptions on preservice elementary teachers' thinking about division. School Science and Mathematics, 91(4), p. p157.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.61%
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Vergnaud, G., & Durand, C. (1976). Structures additives et complexité psychogénétique. Revue Française de Pédagogie, 36, pp. 28–43.
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Ajoutée par: Lynda Taabane
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Pop. 22.8%
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Vergnaud, G. (1982). A classification of cognitive tasks and operations of thought involved in addition and subtraction problems. In T. P. Carpenter, J. M. Moser & T. A. Romberg (Eds.), Addition and substraction : A cognitive perspective (pp. 39–59). Hillsdale, NJ: Erlbaum.
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Ajoutée par: Lynda Taabane
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Pop. 27.88%
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