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Geary, D. C. (2004). Mathematics and learning disabilities. Journal of learning disabilities, 37(1), pp. 4–15.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 35.57%
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Geary, D. C. (2005). Role of cognitive theory in the study of learning disability in mathematics. Journal of learning disabilities, 38(4), pp. 305–307.
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Ajoutée par: Sterenn Audo
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Pop. 25.86%
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Geary, D. C. (2006). Development of mathematical understanding. In D. Kuhn, R. S. Siegler, W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Vol 2, Cognition, perception, and language (6th ed.) (pp. 777–810). Hoboken, NJ: John Wiley & Sons Inc.
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Ajoutée par: Sterenn Audo
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Pop. 26.59%
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Gelman, R. (2006). Young natural-number arithmeticians. Current Directions in Psychological Science, 15(4), pp. 193–197.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.67%
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Gifford, S. (2004). A new mathematics pedagogy for the early years: In search of principles for practice. International Journal of Early Years Education, 12(2), pp. 99–115.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.03%
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Gilmore, C. K., & Bryant, P. (2006). Individual differences in children's understanding of inversion and arithmetical skill. British Journal of Educational Psychology, 76(2), pp. 309–331.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 35.39%
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Goldstone, R. L., & Medin, D. L. (1994). Time course of comparison. Journal of experimental psychology: Learning, Memory, and Cognition, 20(1), pp. 29–50.
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Ajoutée par: Sterenn Audo
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Pop. 33.21%
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Goldstone, R. L., Landy, D., & Son, J. Y. (In press). A well grounded education: the role of perception in science and mathematics. In M. de Vega, A. M. Glenberg & A. Graesser (Eds.), Symbols, embodiment, and meaning Oxford Press.
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Ajoutée par: Sterenn Audo
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Pop. 28.04%
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Graeber, A. O. (1999). Forms of knowing mathematics: What preservice teachers should learn. Educational Studies in Mathematics, 38(1-3), p. p189.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 24.68%
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Graeber, A. O. (2006). Mathematics instruction across the grades: What consultants should know. Journal of Educational & Psychological Consultation, 16(4), p. p349.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 24.77%
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Greeno, J. G., & Laberge, D. (1963). Sequential dependencies and nonreinforcement in probability learning. Journal of Experimental Psychology, 66(6), p. p547–552.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.76%
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Greeno, J. G., & Bjork, R. A. (1973). Mathematical learning theory and the new "mental forestry". Annual Review of Psychology, 24, p. p81.
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Ajoutée par: Lynda Taabane
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Pop. 28.68%
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Greeno, J. G. (1980). Psychology of learning, 1960-1980: One participant's observations. American Psychologist, 35(8), p. p713–728.
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Ajoutée par: Lynda Taabane
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Pop. 29.67%
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Greeno, J. G. (1986). Collaborative teaching and making sense of symbols: Comment on lampert's 'knowing, doing, and teaching multiplication'. Cognition & Instruction, 3(4), p. p343.
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Ajoutée par: Lynda Taabane
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Pop. 28.77%
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Greeno, J. G. (1987). Instructional representations based on research about understanding. In A. H. Schoenfeld (Ed.), Cognitive Science and Mathematics Education (pp. p61–88). New-York: Academic.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26.59%
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Greeno, J. G. (2006). Authoritative, accountable positioning and connected, general knowing: Progressive themes in understanding transfer. Journal of the Learning Sciences, 15(4), p. p537–547.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.39%
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Greer, B. (2001). Understanding probabilistic thinking: The legacy of efraim fischbein. Educational Studies in Mathematics, 45(1-3), p. p15.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.22%
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Guin, D. (1991). La notion d'opérateur dans une modélisation cognitive de la compréhension des problèmes additifs. Mathématiques et sciences humaines, 113, pp. 5–33.
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Ajoutée par: Sterenn Audo
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Pop. 16.61%
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Guin, D. (1992). Une modélisation mathématique de la compréhension des énoncés additifs. Mathématiques et sciences humaines, 120, pp. 49–77.
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Ajoutée par: Sterenn Audo
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Pop. 19.6%
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Gutstein, E. (. (2007). 'and that's just how it starts': Teaching mathematics and developing student agency. Teachers College Record, 109(2), pp. 420–448.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.21%
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