Affichage de 101 - 120 of 223 (Bibliographie: Bibliographie WIKINDX globale)
Parameters:
|
|
Category: Apprentissage mathématiques
|
|
|
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.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 38.44%
|
|
|
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.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 33.45%
|
|
|
Hammer, D. (1996). Misconceptions or p-prims: how may alternative perspectives of cognitive structure influence instructional perceptions and intentions? The journal of the learning sciences, 5(2), pp. 97–127.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 17.59%
|
|
|
Hanich, L. B., Jordan, N. C., Kaplan, D., & Dick, J. (2001). Performance across different areas of mathematical cognition in children with learning difficulties. Journal of educational psychology, 93(3), p. p615–626.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 26.47%
|
|
|
Hanich, L. B., & Jordon, N. C. (2004). Achievement-related beliefs of third-grade children with mathematics and reading difficulties. Journal of Educational Research, 97(5), pp. 227–233.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 36.08%
|
|
|
Hardiman, P. T., Well, A. D., & Pollatsek, A. (1984). Usefulness of a balance model in understanding the mean. Journal of educational psychology, 76(5), p. p792–801.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 34.18%
|
|
|
Hardiman, P. T., & Mestre, J. P. (1989). Understanding multiplicative contexts involving fractions. Journal of educational psychology, 81(4), p. p547–557.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 32.46%
|
|
|
Hardiman, P. T., Pollatsek, A., & Well, A. D. (1986). Learning to understand the balance beam. Cognition & Instruction, 3(1), p. p63.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 28.74%
|
|
|
Hegarty, M., Mayer, R. E., & Monk, C. A. (1995). Comprehension of arithmetic word problems: A comparison of successful and unsuccessful problem solvers. Journal of educational psychology, 87(1), pp. 18–32.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 28.74%
|
|
|
Hudson, T. (1983). Correspondences and numerical differences between disjoint sets. Child Development, 54, pp. 84–90.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 27.83%
|
|
|
Hurley, E. A., & Allen, B. A. (2007). Asking the how questions: Quantifying group processes behaviors. Journal of General Psychology, 134(1), pp. 5–21.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 33.36%
|
|
|
Izsak, A. (2004). Students' coordination of knowledge when learning to model physical situations. Cognition and Instruction, 22(1), p. p81.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 22.57%
|
|
|
Jackson, N., & Coney, J. (2007). Simple arithmetic processing: Individual differences in automaticity. European Journal of Cognitive Psychology, 19(1), pp. 141–160.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 34.63%
|
|
|
Jacobi, D. (1984). Figures et figurabilité de la science dans des revues de vulgarisation. Langages, 75, pp. 23–42.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 22.21%
|
|
|
Jansen, A. R., Marriott, K., & Yelland, G. W. (2003). Comprehension of algebraic expressions by experienced users of mathematics. The Quarterly Journal of Experimental Psychology A: Human Experimental Psychology, 56(1), pp. 3–30.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 34.09%
|
|
|
Jitendra, A. K., Sczesniak, E., Griffin, C. C., & Deatline-Buchman, A. (2007). Mathematical word problem solving in third-grade classrooms. Journal of Educational Research, 100(5), pp. 283–302.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 30.92%
|
|
|
Jitendra, A. K., Griffin, C. C., Haria, P., Leh, J., Adams, A., & Kaduvettoor, A. (2007). A comparison of single and multiple strategy instruction on third-grade students' mathematical problem solving. Journal of educational psychology, 99(1), p. p115–127.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 33.64%
|
|
|
Julo, J. (1995). Représentation des problèmes et réussite en mathématiques : un apport de la psychologie cognitive à l'enseignement. Rennes: Presses Universitaires de Rennes.
|
Ajoutée par: Sterenn Audo
|
|
Pop. 20.22%
|
|
|
Juter, K. (2006). Limits of functions as they developed through time and as students learn them today. mathematical thinking and learning, 8(4), pp. 407–431.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 34.18%
|
|
|
Kelly, S. W., & Wilkin, K. (2006). A dual-process account of digit invariance learning. The Quarterly Journal of Experimental Psychology, 59(9), pp. 1664–1680.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 44.24%
|
|
|
