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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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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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Brissiaud, R. (2000). Apprendre l'arithmétique élémentaire: Les cas de concordance / discordance entre la représentation initiale d'un problème et l'économie de sa résolution numérique. Journées Internationales d'Orsay de Sciences Cognitives (JIOSC 2000): L'Apprentissage. Une Approche transdisciplinaire, Orsay . pp. 105–110.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 48.36%
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Brissiaud, R. (2002). Psychologie et didactique : choisir des problèmes qui favorisent la conceptualisation des opérations arithmétiques. In J. Bideaud & H. Lehalle (Eds.), Traité des Sciences Cognitives - Le développement des activités numériques chez l'enfant (pp. 265–291). Paris: Hermès.
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Ajoutée par: Lynda Taabane
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Pop. 43.16%
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Cawley, J. F., & Foley, T. E. (2002). Connecting math and science for all students. TEACHING Exceptional Children, 34(4), pp. 14–19.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 29.74%
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Domahs, F., Delazer, M., & Nuerk, H.-C. (2006). What makes multiplication facts difficult: Problem size or neighborhood consistency? Experimental Psychology, 53(4), p. p275–282.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.66%
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Empson, S. B., Junk, D., Dominguez, H., & Turner, E. (2006). Fractions as the coordination of multiplicatively related quantities: A cross-sectional study of children's thinking. Educational Studies in Mathematics, 63(1), pp. 1–28.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 28.28%
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Fischbein, E., & Others, A. (1985). The role of implicit models in solving verbal problems in multiplication and division. Journal for Research in Mathematics Education, 16(1), p. p3.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.21%
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 25.73%
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Greer, B. (1992). Multiplication and division as models of situations. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics. (pp. 276–295). New-York: Macmillan Publishing Co, Inc.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.02%
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Jackson, N., & Coney, J. (2007). Simple arithmetic processing: Individual differences in automaticity. European Journal of Cognitive Psychology, 19(1), pp. 141–160.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.76%
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LeFevre, J.-A., & Liu, J. (1997). The role of experience in numerical skill: Multiplication performance in adults from canada and china. Mathematical Cognition, 3(1), pp. 31–62.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.75%
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Lin, F.-Y., & Kubina, R. M. ,. Jr. (2005). A preliminary investigation of the relationship between fluency and application for multiplication. Journal of Behavioral Education, 14(2), pp. 73–87.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 25.09%
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Mauro, D. G., LeFevre, J.-A., & Morris, J. (2003). Effects of problem format on division and manipulation performance: Division facts are mediated via multiplication-based representations. Journal of experimental psychology: Learning, Memory, and Cognition, 29(2), p. p163–170.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.84%
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Nesher, P., Hershkovitz, S., & Novotna, J. (2003). Situation model, text base and what else? factors affecting problem solving. Educational Studies in Mathematics, 52(2), p. p151.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.66%
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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.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.22%
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.85%
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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. 32.85%
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