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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. 31.15%
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Hakem, K., Sander, E., Labat, J.-M., & Richard, J.-F. (2005). Diane : a diagnosis system for artithmetical system solving. International Conference on Artificial Intelligence in Education, pp. 258–265.
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Ajoutée par: Lynda Taabane
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Pop. 38.33%
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Hakem, K., Sander, E., & Labat, J.-M. (2005). Diane (diagnostic informatique sur l’arithmétique au niveau elémentaire). Conférence EIAH 2005 (Environnements Informatiques pour l’Apprentissage Humain), pp. 81–92.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.42%
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Hamann, M. S., & Ashcraft, M. H. (1985). Simple and complex mental addition across development. Journal of Experimental Child Psychology, 40(1), p. p49–72.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.97%
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Heywood, D. (2002). The place of analogies in science education. Cambridge Journal of Education, 32(2), p. p233–247.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 24.89%
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Hudson, T. (1983). Correspondences and numerical differences between disjoint sets. Child Development, 54, pp. 84–90.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 27.79%
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Hummel, J. E., & Holyoak, K. J. (2003). A symbolic-connectionist theory of relational inference and generalization. Psychological Review, 110(2), p. p220–264.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.43%
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Izsak, A. (2004). Students' coordination of knowledge when learning to model physical situations. Cognition and Instruction, 22(1), p. p81.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 22.62%
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Julo, J. (1995). Représentation des problèmes et réussite en mathématiques : un apport de la psychologie cognitive à l'enseignement. Rennes: Presses Universitaires de Rennes.
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Ajoutée par: Sterenn Audo
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Pop. 20.25%
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Keane, M. T. (1985). On drawing analogies when solving problems: A theory and test of solution generation in an analogical problem-solving task. British Journal of Psychology, 76(4), p. p449.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26.7%
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Keane, M. T. (1987). On retrieving analogues when solving problems. The Quarterly Journal of Experimental Psychology A: Human Experimental Psychology, 39(1), pp. 29–41.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.88%
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Keane, M. T. (1996). On adaptation in analogy: Tests of pragmatic importance and adaptability in analogical problem solving. Quarterly Journal of Experimental Psychology: Section A, 49(4), p. p1062–1085.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26.16%
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Keane, M. T. (1997). What makes an analogy difficult? the effects of order and causal structure on analogical mapping. Journal of experimental psychology: Learning, Memory, and Cognition, 23(4), p. p946–967.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.79%
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Koenig, C. S., & Griggs, R. A. (2004). Analogical transfer in the thog task. Quarterly Journal of Experimental Psychology: Section A, 57(3), p. p557–570.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.34%
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Kolodner, J. L. (2002). Analogical and case-based reasoning: Their implications for education. Journal of the Learning Sciences, 11(1), p. p123–126.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26.98%
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Kurtz, K. J., Miao, C.-H., & Gentner, D. (2001). Learning by analogical bootstrapping. Journal of the Learning Sciences, 10(4), p. p417–446.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.16%
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Lakoff, G., & Núñez, R. E. (2000). Where mathematics comes from: How the embodied mind brings mathematics into being. Basic Books.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.07%
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Lehrer, R., Strom, D., & Confrey, J. (2002). Grounding metaphors and inscriptional resonance: Children's emerging understanding of mathematical similarity. Cognition & Instruction, 20(3), p. p359–398.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 25.43%
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Markman, A. B., & Gentner, D. (2001). Thinking. Annual Review of Psychology, 52, p. p223–247.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.06%
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Marmèche, E., & Didierjean, A. (2001). Is generalisation conservative? a study with novices in chess. European Journal of Cognitive Psychology, 13(4), p. p475–491.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.25%
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