Affichage de 1 - 20 of 21 (Bibliographie: Bibliographie WIKINDX globale)
 
Parameters:
Category:  Division
Anghileri, J. (2001). A study of progression in written calculation strategies for division. Support for Learning, 16(1), pp. 17–22. Dernièrement modifiée par: Sterenn Audo  v    Pop. 36.26%
Anghileri, J., Beishuizen, M., & Van Putten, K. (2002). From informal strategies to structured procedures: Mind the gap! Educational Studies in Mathematics, 49(2), p. p149. Dernièrement modifiée par: Sterenn Audo  V    Pop. 32.79%
Anghileri, J. (2006). A study of the impact of reform on students' written calculation methods after five years' implementation of the national numeracy strategy in england. Oxford Review of Education, 32(3), pp. 363–380. Dernièrement modifiée par: Sterenn Audo  v    Pop. 36.44%
Bryant, D. P., Hartman, P., & Kim, S. A. (2003). Using explicit and strategic instruction to teach division skills to students with learning disabilities. Exceptionality, 11(3), p. p151. Dernièrement modifiée par: Sterenn Audo  V    Pop. 31.96%
Cawley, J. F., & Foley, T. E. (2002). Connecting math and science for all students. TEACHING Exceptional Children, 34(4), pp. 14–19. Dernièrement modifiée par: Sterenn Audo  v    Pop. 29.59%
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. Dernièrement modifiée par: Lynda Taabane  V    Pop. 32.97%
Foley, T. B., & Cawley, J. F. (2003). About the mathematics of division: Implications for students with disabilities. Exceptionality, 11(3), p. p131. Dernièrement modifiée par: Sterenn Audo  V    Pop. 29.41%
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. Dernièrement modifiée par: Sterenn Audo  v    Pop. 29.86%
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. Dernièrement modifiée par: Sterenn Audo  V    Pop. 31.69%
Montague, M. (2003). Teaching division to students with learning disabilities: A constructivist approach. Exceptionality, 11(3), p. p165–175. Dernièrement modifiée par: Sterenn Audo  V    Pop. 32.88%
Okazaki, M., & Koyama, M. (2005). Characteristics of 5th graders' logical development through learning division with decimals. Educational Studies in Mathematics, 60(2), p. p217. Dernièrement modifiée par: Sterenn Audo  V    Pop. 26.85%
Parmar, R. S. (2003). Understanding the concept of 'division' assessment considerations. Exceptionality, 11(3), p. p177–189. Dernièrement modifiée par: Sterenn Audo  V    Pop. 31.14%
Robinson, K. M., Arbuthnott, K. D., & Gibbons, K. A. (2002). Adults' representations of division facts: A consequence of learning history? Canadian Journal of Experimental Psychology, 56(4), p. p302–309. Dernièrement modifiée par: Sterenn Audo  V    Pop. 32.79%
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  V    Pop. 34.06%
Sharp, J., & Adams, B. (2002). Children's constructions of knowledge for fraction division after solving realistic problems. Journal of Educational Research, 95(6), pp. 333–347. Dernièrement modifiée par: Sterenn Audo  v    Pop. 30.5%
Squire, S., & Bryant, P. (2002). From sharing to dividing: Young children’s understanding of division. Developmental Science, 5(4), p. p452–466. Dernièrement modifiée par: Sterenn Audo  V    Pop. 32.51%
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. Dernièrement modifiée par: Sterenn Audo  v    Pop. 28.13%
Squire, S., & Bryant, P. (2003). Children's models of division. Cognitive Development, 18(3), p. p355–376. Dernièrement modifiée par: Sterenn Audo  v    Pop. 32.79%
Squire, S., & Bryant, P. (2003). Children's understanding and misunderstanding of the inverse relation in division. British Journal of Developmental Psychology, 21(4), p. p507–526. Dernièrement modifiée par: Sterenn Audo  V    Pop. 32.42%
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. Dernièrement modifiée par: Lynda Taabane  V    Pop. 27.58%

1 - 20   |   21 - 21
wikindx  v3.8.2 ©2007     |     Total Resources:  1609     |     Database queries:  98     |     Script execution:  2.11934 secs