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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. 32.79%
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Mayo, J. A. (2001). Using analogies to teach conceptual applications of developmental theories. Journal of Constructivist Psychology, 14(3), p. p187–213.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 20.53%
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Micallef, S., & Prior, M. (2004). Arithmetic learning difficulties in children. Educational Psychology, 24(2), p. p175.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.79%
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Monaghan, F. (2000). What difference does it make? children's views of the differences between some quadrilaterals. Educational Studies in Mathematics, 42(2), p. p179.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 21.34%
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Montague, M. (2003). Teaching division to students with learning disabilities: A constructivist approach. Exceptionality, 11(3), p. p165–175.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.7%
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Moreau, S. ((2001). La compréhension des énoncés de problèmes arithmétiques: Rôle du modèle de situation.). 1, Université de Poitiers, Poitiers.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 25.52%
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Moreau, S., & Coquin-Viennot, D. (2003). Comprehension of arithmetic word problems by fifth-grade pupils: Representations and selection of information. British Journal of Educational Psychology, 73(1), p. p109.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.43%
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Muth, D. K. (1984). Solving arithmetic word problems: Role of reading and computational skills. Journal of educational psychology, 76(2), p. p205–210.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.61%
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Mwangi, W., & Sweller, J. (1998). Learning to solve compare word problems: The effect of example format and generating self-explanations. Cognition & Instruction, 16(2), pp. 173–199.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 28.52%
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Nathan, M. J., Kintsch, W., & Young, E. (1992). A theory of algebra-word-problem comprehension and its implications for the design of learning environments. Cognition & Instruction, 9(4), p. p329.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.52%
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Núñez, R. E., Edwards, L. D., & Matos, J. F. (1999). Embodied cognition as grounding for situatedness and context in mathematics education. Educational Studies in Mathematics, 39(1-3), p. p45.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.06%
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Núñez, R. E. (2005). Creating mathematical infinities: Metaphor, blending, and the beauty of transfinite cardinals. Journal of Pragmatics, 37(10), p. p1717–1741.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.51%
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Nesher, P. (1981). Levels of description in the analysis of addition and subtraction. In T. P. Carpenter, J. M. Moser & T. A. Romberg (Eds.), Addition and substraction : A cognitive perspective (pp. 25–39). Hillsdale, NJ: Lawrence Erlbaum.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 25.89%
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Nesher, P. (1986). Learning mathematics: A cognitive perspective. American Psychologist, 41(10), p. p1114–1122.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.07%
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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. 31.61%
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Nogry, S., & Didierjean, A. (2006). Apprendre à partir d’exemples : interactions entre présentation du matériel, activités des apprenants et processus cognitifs. L’Année Psychologique, 106(1), pp. 105–128.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.79%
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Novick, L. R. (1988). Analogical transfer, problem similarity, and expertise. Journal of experimental psychology: Learning, Memory, and Cognition, 14(3), p. p510–520.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.25%
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Novick, L. R., & Holyoak, K. J. (1991). Mathematical problem solving by analogy. Journal of experimental psychology: Learning, Memory, and Cognition, 17(3), p. p398–415.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.97%
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Okazaki, M., & Koyama, M. (2005). Characteristics of 5th graders' logical development through learning division with decimals. Educational Studies in Mathematics, 60(2), p. p217.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 27.88%
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Ormerod, T. C., MacGregor, J. N., & Chronicle, E. P. (2002). Dynamics and constraints in insight problem solving. Journal of experimental psychology: Learning, Memory, and Cognition, 28(4), p. p791–799.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.43%
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