Affichage de 21 - 40 of 223 (Bibliographie: Bibliographie WIKINDX globale)
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Category: Apprentissage mathématiques
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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.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33%
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Campbell, A. E., Adams, V. M., & Davis, G. E. (2007). Cognitive demands and second-language learners: A framework for analyzing mathematics instructional contexts. mathematical thinking and learning, 9(1), pp. 3–30.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.45%
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Canobi, K. H., Reeve, R. A., & Pattison, P. E. (1998). The role of conceptual understanding in children's addition problem solving. Developmental Psychology, 34(5), pp. 882–891.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.64%
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Canobi, K. H., Reeve, R. A., & Pattison, P. E. (2002). Young children's understanding of addition concepts. Educational Psychology: An International Journal of Experimental Educational Psychology, 22(5), pp. 513–532.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32%
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Casas, A. M., & Castellar, R. G. (2004). Mathematics education and learning disabilities in spain. Journal of learning disabilities, 37(1), pp. 62–73.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.73%
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Case, L. P., & Others, A. (1992). Improving the mathematical problem-solving skills of students with learning disabilities: Self-regulated strategy development. Journal of Special Education, 26(1), pp. 1–19.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.55%
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Catrambone, R. (1996). Generalizing solution procedures learned from examples. Journal of experimental psychology: Learning, Memory, and Cognition, 22(4), pp. 1020–1031.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.46%
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Catrambone, R. (1998). The subgoal learning model: creating better examples so that students can solve novel problems. Journal of experimental psychology : general, 127(4), pp. 355–376.
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Ajoutée par: Sterenn Audo
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Pop. 22.39%
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Catrambone, R., & Yuasa, M. (2006). Acquisition of procedures: the effects of example elaborations and active learning exercises. Learning and Instruction, 16, pp. 139–153.
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Ajoutée par: Sterenn Audo
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Pop. 21.85%
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Cawley, J. F., & Foley, T. E. (2002). Connecting math and science for all students. TEACHING Exceptional Children, 34(4), pp. 14–19.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.73%
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Chan, L. K. S., & Moore, P. J. (2006). Development of attributional beliefs and strategic knowledge in years 5–9: A longitudinal analysis. Educational Psychology, 26(2), pp. 161–185.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 37.9%
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Charles, K., & Nason, R. (2000). Young children's partitioning strategies. Educational Studies in Mathematics, 43(2), p. p191.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 27.11%
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Cheng, P. C. .-H. (2002). Electrifying diagrams for learning: Principles for complex representational systems. Cognitive Science: A Multidisciplinary Journal, 26(6), p. p685–736.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.54%
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Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanations : how students study and use examples in learning to solve problems. Cognitive science, 13, pp. 145–182.
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Ajoutée par: Lynda Taabane
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Pop. 32.09%
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Chi, M. T. H., & Bassok, M. (1989). Learning from examples via self-explanations. In L. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 251–282). Hillsdale, HJ: Erlbaum.
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Ajoutée par: Lynda Taabane
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Pop. 29.92%
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Chinn, C. A., & Brewer, W. F. (2001). A models of data : a theory of how people evaluate data. Cognition & Instruction, 19(3), pp. 323–393.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 24.3%
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Chung, I. (2004). A comparative assessment of constructivist and traditionalist approaches to establishing mathematical connections in learning multiplication. Education, 125(2), pp. 271–278.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.18%
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Chung, K. K. H., & Tam, Y. H. (2005). Effects of cognitive‐based instruction on mathematical problem solving by learners with mild intellectual disabilities. Journal of Intellectual & Developmental Disability, 30(4), pp. 207–216.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 37.08%
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Cirino, P. T., Fletcher, J. M., Ewing-Cobbs, L., Barnes, M. A., & Fuchs, L. S. (2007). Cognitive arithmetic differences in learning difficulty groups and the role of behavioral inattention. Learning Disabilities Research & Practice (Blackwell Publishing Limited), 22(1), pp. 25–35.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.64%
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Cooper, B., & Harries, T. (2002). Children's responses to contrasting 'realistic' mathematics problems: Just how realistic are children ready to be? Educational Studies in Mathematics, 49(1), p. p1.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.83%
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