|
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.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 34.36%
|
|
|
Tolaas, J. (1991). Notes on the origin of some spatialization metaphors. Metaphor & Symbolic Activity, 6(3), p. p203–218.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 28.56%
|
|
|
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. 24.75%
|
|
|
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.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 21.12%
|
|
|
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.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 28.56%
|
|
|
Vergnaud, G., & Durand, C. (1976). Structures additives et complexité psychogénétique. Revue Française de Pédagogie, 36, pp. 28–43.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 22.94%
|
|
|
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.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 28.01%
|
|
|
Vosniadou, S., & Ortony, A. (1983). The emergence of the literal-metaphorical-anomalous distinction in young children. Child Development, 54(1), p. p154–161.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 31.82%
|
|
|
Vosniadou, S., Ortony, A., Reynolds, R. E., & Wilson, P. T. (1984). Sources of difficulty in the young child's understanding of metaphorical language. Child Development, 55(4), p. p1588–1606.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 30.28%
|
|
|
Vosniadou, S. (1987). Children and metaphors. Child Development, 58(3), p. p870–885.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 30.37%
|
|
|
Vosniadou, S. (1987). Contextual and linguistic factors in children's comprehension of nonliteral language. Metaphor & Symbolic Activity, 2(1), p. p1–11.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 30.46%
|
|
|
Vosniadou, S. (1989). Analogical reasoning as a mechanism in knowledge acquisition: A developmental perspective. In S. Vosniadou & A. Ortony (Eds.), Similarity and analogical reasoning. (pp. p413–437). Cambridge University Press.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 27.2%
|
|
|
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.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 23.03%
|
|
|
Vosniadou, S. (2001). Mental models in conceptual development. In L. Magnani & N. J. Nersessian (Eds.), Model-Based Reasoning: Science, Technology, Values Dordrecht: Kluwer Academic.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 26.29%
|
|
|
Vosniadou, S., Skopeliti, I., & Ikospentaki, K. (2004). Modes of knowing and ways of reasoning in elementary astronomy. Cognitive Development, 19(2), p. p203–222.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 34.81%
|
|
|
Vosniadou, S., & Verschaffel, L. (2004). Extending the conceptual change approach to mathematics learning and teaching. Learning and Instruction, 14(5), p. p445–451.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 34.18%
|
|
|
Vosniadou, S., Skopeliti, I., & Ikospentaki, K. (2005). Reconsidering the role of artifacts in reasoning: Children's understanding of the globe as a model of the earth. Learning and Instruction, 15(4), p. p333.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 26.84%
|
|
|
Vosniadou, S. (2007). The cognitive-situative divide and the problem of conceptual change. Educational Psychologist, 42(1), p. p55–66.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 31.82%
|
|
|
Wagner, S., Winner, E., Cicchetti, D., & Gardner, H. (1981). 'metaphorical' mapping in human infants. Child Development, 52(2), p. p728–731.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 34.18%
|
|
|
Watson, J. M. (2001). Longitudinal development of inferential reasoning by school students. Educational Studies in Mathematics, 47(3), p. p337.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 31.37%
|
|
