Affichage de 21 - 40 of 82 (Bibliographie: Bibliographie WIKINDX globale)
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Category: Résolution de problèmes arithmétiques
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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. 30.79%
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Cook, J. L., & Rieser, J. J. (2005). Finding the critical facts: Children's visual scan patterns when solving story problems that contain irrelevant information. Journal of educational psychology, 97(2), p. p224–234.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.97%
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Coquin-Viennot, D., & Moreau, S. (2003). Highlighting the role of the episodic situation model in the solving of arithmetical problems. European Journal of Psychology of Education - EJPE, 18(3), p. p267–279.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 36.97%
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Davenport, P., & Howe, C. (1999). Conceptual gain and successful problem-solving in primary school mathematics. Educational Studies, 25(1), pp. 55–78.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.7%
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DeCorte, E., & Verschaffel, L. (1981). Children's solution process in elementary arithmetic problems: Analysis and improvement. Journal of educational psychology, 73(6), pp. 765–779.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.33%
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Delozanne, E., Grugeon, B., Previt, D., & Jacoboni, P. (2003). Supporting teachers when diagnosing their students in algebra. In E. Delozanne & K. Stacey (Eds.), Workshop Advanced Technologies for Mathematics Education, Proceedings of Artificial Intelligence in Education, Sydney, July 2003 (pp. 461–470). Amsterdam: IOS Press.
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Ajoutée par: Lynda Taabane
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Pop. 22.62%
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Desoete, A., Roeyers, H., & De Clercq, A. (2003). Can offline metacognition enhance mathematical problem solving? Journal of educational psychology, 95(1), p. p188–200.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.61%
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Devidal, M., Fayol, M., & Barrouillet, P. (1997). Stratégies de lecture et résolution de problèmes arithmétiques. / reading strategies and resolution of mathematical word problems. L'année Psychologique, 97(1), p. p9–31.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.79%
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Domahs, F., Delazer, M., & Nuerk, H.-C. (2006). What makes multiplication facts difficult: Problem size or neighborhood consistency? Experimental Psychology, 53(4), p. p275–282.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.88%
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Duverne, S., & Lemaire, P. (2005). Arithmetic split effects reflect strategy selection: An adult age comparative study in addition comparison and verification tasks. Canadian Journal of Experimental Psychology, 59(4), p. p262–278.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.88%
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Empson, S. B., Junk, D., Dominguez, H., & Turner, E. (2006). Fractions as the coordination of multiplicatively related quantities: A cross-sectional study of children's thinking. Educational Studies in Mathematics, 63(1), pp. 1–28.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 29.16%
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English, L. D. (1998). Reasoning by analogy in solving comparison problems. Mathematical Cognition, 4(2), p. p125.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.43%
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Fuchs, L. S., Fuchs, D., Prentice, K., Burch, M., Hamlett, C. L., & Owen, R., et al. (2003). Explicitly teaching for transfer: Effects on third-grade students' mathematical problem solving. Journal of educational psychology, 95(2), p. p293–304.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.15%
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Fuchs, L. S., Fuchs, D., Prentice, K., Burch, M., Hamlett, C. L., Owen, R., & Schroeter, K. (2003). Enhancing third-grade student' mathematical problem solving with self-regulated learning strategies. Journal of educational psychology, 95(2), p. p306–315.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 37.15%
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Fuchs, L. S., Fuchs, D., Prentice, K., Hamlett, C. L., Finelli, R., & Courey, S. J. (2004). Enhancing mathematical problem solving among third-grade students with schema-based instruction. Journal of educational psychology, 96(4), p. p635–647.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.7%
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Fuson, K. C., & Others. (1996). Levels in conceptualization and solving addition and subtraction compare word problems. Cognition and Instruction, 14(3), pp. 345–371.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 26.98%
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Geary, D. C., & Brown, S. C. (1991). Cognitive addition: Strategy choice and speed-of-processing differences in gifted, normal, and mathematically disabled children. Developmental Psychology, 27(3), pp. 398–406.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 28.07%
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Gilles, P.-Y., Masse, C., & Lemaire, P. (2001). Différences individuelles dans l'utilisation de stratégies en arithmétique. L'année Psychologique, 101(1), p. p9–32.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.79%
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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. 26.52%
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Jackson, N., & Coney, J. (2007). Simple arithmetic processing: Individual differences in automaticity. European Journal of Cognitive Psychology, 19(1), pp. 141–160.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.7%
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