|
Fuson, K. C. (1992). Research on whole number addition and subtraction. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics. (pp. p243–275). New-York: Macmillan Publishing Co, Inc.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 21.98%
|
|
|
Fuson, K. C., & Others. (1996). Levels in conceptualization and solving addition and subtraction compare word problems. Cognition and Instruction, 14(3), pp. 345–371.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 26.98%
|
|
|
Geary, D. C., & Brown, S. C. (1991). Cognitive addition: Strategy choice and speed-of-processing differences in gifted, normal, and mathematically disabled children. Developmental Psychology, 27(3), pp. 398–406.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 28.07%
|
|
|
Gilmore, C. K., & Bryant, P. (2006). Individual differences in children's understanding of inversion and arithmetical skill. British Journal of Educational Psychology, 76(2), pp. 309–331.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 35.42%
|
|
|
Greer, B. (1985). Understanding of arithmetical operations as models of situations. In J. Sloboda & D. Rogers (Eds.), Cognitive processes in mathematics (pp. 60–80). Londres: Oxford University Press.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 26.16%
|
|
|
Guin, D. (1991). La notion d'opérateur dans une modélisation cognitive de la compréhension des problèmes additifs. Mathématiques et sciences humaines, 113, pp. 5–33.
|
Ajoutée par: Sterenn Audo
|
|
Pop. 16.62%
|
|
|
Guin, D. (1992). Une modélisation mathématique de la compréhension des énoncés additifs. Mathématiques et sciences humaines, 120, pp. 49–77.
|
Ajoutée par: Sterenn Audo
|
|
Pop. 19.62%
|
|
|
Hamann, M. S., & Ashcraft, M. H. (1985). Simple and complex mental addition across development. Journal of Experimental Child Psychology, 40(1), p. p49–72.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 33.97%
|
|
|
Jackson, N., & Coney, J. (2007). Simple arithmetic processing: Individual differences in automaticity. European Journal of Cognitive Psychology, 19(1), pp. 141–160.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 34.7%
|
|
|
Peled, I., & Segalis, B. (2005). It's not too late to conceptualize: Constructing a generalized subtraction schema by abstracting and connecting procedures. mathematical thinking and learning, 7(3), p. p207–230.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 33.33%
|
|
|
Pellegrino, J. W., & Goldman, S. R. (1987). Information processing and elementary mathematics. Journal of learning disabilities, 20(1), pp. 23–32.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 26.98%
|
|
|
Riccomini, P. J. (2005). Identification and remediation of systematic error patterns in subtraction. Alt Learning Disability Quarterly, 28(3), pp. 233–242.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 25.07%
|
|
|
Robinson, K. M. (2001). The validity of verbal reports in children's subtraction. Journal of educational psychology, 93(1), p. p211–222.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 31.43%
|
|
|
Robinson, K. M., & Ninowski, J. E. (2003). Adults' understanding of inversion concepts: How does performance on addition and subtraction inversion problems compare to performance on multiplication and division inversion problems? Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 57(4), p. p321–330.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 35.6%
|
|
|
Roussel, J.-L., Fayol, M., & Barrouillet, P. (2002). Procedural vs. direct retrieval strategies in arithmetic: A comparison between additive and multiplicative problem solving. European Journal of Cognitive Psychology, 14(1), p. p61–104.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 35.88%
|
|
|
Selter, C. (2001). Addition and subtraction of three-digit numbers: German elementary children's success, methods and strategies. Educational Studies in Mathematics, 47(2), p. p145.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 21.62%
|
|
|
Seyler, D. J., Kirk, E. P., & Ashcraft, M. H. (2003). Elementary subtraction. Journal of experimental psychology: Learning, Memory, and Cognition, 29(6), p. p1339–1352.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 32.97%
|
|
|
Vandorpe, S., De Rammelaere, S., & Vandierendonck, A. (2005). The odd-even effect in addition: An analysis per problem type. Experimental Psychology, 52(1), p. p47–54.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 27.7%
|
|
|
Vergnaud, G., & Durand, C. (1976). Structures additives et complexité psychogénétique. Revue Française de Pédagogie, 36, pp. 28–43.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 22.8%
|
|
|
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.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 27.88%
|
|
