|
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
|
|
Pop. 29.85%
|
|
|
Squire, S., & Bryant, P. (2003). Children's models of division. Cognitive Development, 18(3), p. p355–376.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 34.39%
|
|
|
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
|
|
Pop. 33.76%
|
|
|
Stanovich, K. E. (1999). Who is rational? studies of individual differences in reasoning. Mahwah, NJ: Erlbaum.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 17.97%
|
|
|
Staub, F. C., Reusser, K., Weaver, C. I. A., Mannes, S., & Fletcher, C. R. (1995). The role of presentational structures in understanding and solving mathematical word problems. In Discourse comprehension: Essays in honor of Walter Kintsch. (pp. p285–305). Lawrence Erlbaum Associates, Inc.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 27.68%
|
|
|
Stuckardt, R. (1996). Anaphor resolution and the scope of syntactic constraints. Proceedings of the 16th conference on Computational linguistics, 2, pp. 937–942.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 18.42%
|
|
|
Sweller, J., Mawer, R. F., & Ward, M. R. (1983). Development of expertise in mathematical problem solving. Journal of Experimental Psychology: General, 112(4), p. p639–661.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 30.85%
|
|
|
Tall, D., & Tirosh, D. (2001). Infinity : the never-ending struggle. Educational Studies in Mathematics, 48(2-3), p. p129.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 26.95%
|
|
|
Thevenot, C., Barrouillet, P., & Fayol, M. (2001). Algorithmic solution of arithmetic problems and operands–answer associations in long-term memory. Quarterly Journal of Experimental Psychology: Section A, 54(2), p. p599–611.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 34.12%
|
|
|
Thevenot, C., Barrouillet, P., & Fayol, M. (2004). Représentation mentale et procédures de résolution de problèmes arithmétiques: L'effet du placement de la question. L'année Psychologique, 104(4), p. p683–699.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 33.94%
|
|
|
Thevenot, C., & Oakhill, J. (2005). The strategic use of alternative representations in arithmetic word problem solving. The Quarterly Journal of Experimental Psychology A: Human Experimental Psychology, 58(7), p. p1311–1323.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 34.39%
|
|
|
Thevenot, C., Devidal, M., Barrouillet, P., & Fayol, M. (2007). Why does placing the question before an arithmetic word problem improve performance? a situation model account. Quarterly Journal of Experimental Psychology, 60(1), p. p43–56.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 35.84%
|
|
|
Thibaut, J.-P. (1997). Similarité et catégorisation. L'année Psychologique, 97(4), p. p701–736.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 33.39%
|
|
|
Threlfall, J. (2002). Flexible mental calculation. Educational Studies in Mathematics, 50(1), p. p29.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 25.14%
|
|
|
Tijus, C. A., & Cordier, F. (2003). Psychologie de la connaissance des objets: Catégories et propriétés, tâches et domaines d'investigation. L'année Psychologique, 103(2), p. p223–256.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 33.39%
|
|
|
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
|
|
Pop. 28.58%
|
|
|
Tirosh, D., Stavy, R., & Aboulafia, M. (1998). It is possible to confine the application of the intuitive rule : 'subdivision processes can always be repeated' ? International Journal of Mathematical Education in Science and Technology, 29(6), pp. 813–825.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 26.59%
|
|
|
Tirosh, D. (1999). Finite or infinite sets : definitions and intuituions. International Journal of Mathematics Education in Science and Technology, 30(3), pp. 341–349.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 37.57%
|
|
|
Tomasello, M. (19920101). First verbs: A case study of early grammatical development. Cambridge University Press.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 26.23%
|
|
|
Tomasello, M. (1998). One child's early talk about possession. In J. Newman (Ed.), The linguistics of giving (pp. 349–373). Amsterdam: John Benjamins.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 24.77%
|
|
