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Tirosh, D. (1999). Finite or infinite sets : definitions and intuituions. International Journal of Mathematics Education in Science and Technology, 30(3), pp. 341–349.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 37.57%
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Tirosh, D., & Tsamir, P. (2004). What can mathematics education gain from the conceptual change approach? and what can the conceptual change approach gain from its application to mathematics education? Learning and Instruction, 14(5), p. p535–540.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.39%
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Touron, D. R., Hoyer, W. J., & Cerella, J. (2004). Cognitive skill learning: Age-related differences in strategy shifts and speed of component operations. Psychology and Aging, 19(4), pp. 565–580.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.94%
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Treagust, D. F., Harrison, A. G., & Venville, G. J. (1996). Using an analogical teaching approach to engender conceptual change. International journal of science education, 18(2), pp. 213–229.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 21.14%
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Tricot, A. (1998). Charge cognitive et apprentissage. une présentation des travaux de john sweller. Revue de Psychologie de l'Education, 1, pp. 37–64.
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Ajoutée par: Sterenn Audo
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Pop. 20.42%
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Tsamir, P. (2001). When "the same" is not perceived as such: The case of infinite sets. Educational Studies in Mathematics, 48(2-3), p. p289.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.58%
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Vergnaud, G., & Durand, C. (1976). Structures additives et complexité psychogénétique. Revue Française de Pédagogie, 36, pp. 28–43.
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Ajoutée par: Lynda Taabane
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Pop. 22.87%
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Vergnaud, G. (1982). A classification of cognitive tasks and operations of thought involved in addition and subtraction problems. In T. P. Carpenter, J. M. Moser & T. A. Romberg (Eds.), Addition and substraction : A cognitive perspective (pp. 39–59). Hillsdale, NJ: Erlbaum.
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Ajoutée par: Lynda Taabane
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Pop. 27.95%
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Verschaffel, L., de Corte, E., & Pauwels, A. (1992). Solving compare problems: An eye movement test of lewis and mayer's consistency hypothesis. Journal of educational psychology, 84(1), p. p85–94.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.48%
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Vosniadou, S. (1996). Towards a revised cognitive psychology for new advances in learning and instruction. Learning and Instruction, 6(2), pp. 95–109.
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Ajoutée par: Sterenn Audo
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Pop. 21.05%
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Vosniadou, S., & Ioannides, C. (1998). From conceptual development to science education: a psychological point of view. International journal of science education, 20(10), pp. 1213–1230.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 23.05%
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Vosniadou, S. (2001). How children learn. educational practices series--7. Geneva: International Bureau of Education.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 25.95%
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Vosniadou, S., & Verschaffel, L. (2004). Extending the conceptual change approach to mathematics learning and teaching. Learning and Instruction, 14(5), p. p445–451.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.21%
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Watson, J. M. (2001). Longitudinal development of inferential reasoning by school students. Educational Studies in Mathematics, 47(3), p. p337.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.31%
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Wildmon, M. E., Skinner, C. H., Watson, S. T., & Garrett, S. L. (2004). Enhancing assignment perceptions in students with mathematics learning disabilities by including more work: An extension of interspersal research. School Psychology Quarterly, 19(2), p. p106–120.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.31%
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Willis, G. B., & Fuson, K. C. (1988). Teaching children to use schematic drawings to solve addition and subtraction word problems. Journal of educational psychology, 80(2), pp. 192–201.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 25.32%
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Witzel, B. S., Mercer, C. D., & Miller, D. M. (2003). Teaching algebra to students with learning difficulties: An investigation of an explicit instruction model. Learning Disabilities Research & Practice, 18(2), pp. 121–131.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.31%
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Wong, R. M. F., Lawson, M. J., & Keeves, J. (2002). The effects of self-explanation training on students' problem solving in high-school mathematics. Learning and Instruction, 12(2), p. p233.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 23.77%
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Woodward, J. (2006). Developing automaticity in multiplication facts: Integrating strategy instruction with timed practice drills. Learning Disability Quarterly, 29(4), pp. 269–289.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 28.4%
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Xin, Y. P., Jitendra, A. K., & Deatline-Buchman, A. (2005). Effects of mathematical word problem-solving instruction on middle school students with learning problems. The Journal of Special Education, 39(3), pp. 181–192.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.94%
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