Affichage de 61 - 80 of 82 (Bibliographie: Bibliographie WIKINDX globale)
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Category: Résolution de problèmes arithmétiques
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Riccomini, P. J. (2005). Identification and remediation of systematic error patterns in subtraction. Alt Learning Disability Quarterly, 28(3), pp. 233–242.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 25.07%
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Rickard, T. C. (2005). A revised identical elements model of arithmetic fact representation. Journal of experimental psychology: Learning, Memory, and Cognition, 31(2), p. p250–257.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.34%
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Riley, M. S., Greeno, J. G., & Heller, J. I. (1983). Development of children's problem-solving ability in arithmetics. In H. P. Ginsburg (Ed.), The development of mathematical thinking New-York: Academic Press.
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Ajoutée par: Lynda Taabane
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Pop. 24.7%
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Riley, M. S., & Greeno, J. G. (1988). Developmental analysis of understanding language about quantities and of solving problems. Cognition & Instruction, 5(1), p. p49.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.52%
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Robinson, K. M. (2001). The validity of verbal reports in children's subtraction. Journal of educational psychology, 93(1), p. p211–222.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.43%
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Schliemann, A. D., Araujo, C., Cassundé, M. A., Macedo, S., & Nicéas, L. (1998). Use of multiplicative commutativity by school children and street sellers. Journal for Research in Mathematics Education, 29(4), p. p422–435.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.79%
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Schoenfeld, A. H., & Herrmann, D. J. (1982). Problem perception and knowledge structure in expert and novice mathematical problem solvers. Journal of experimental psychology: Learning, Memory, and Cognition, 8(5), p. p484.
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Ajoutée par: Lynda Taabane
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Pop. 27.25%
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Seyler, D. J., Kirk, E. P., & Ashcraft, M. H. (2003). Elementary subtraction. Journal of experimental psychology: Learning, Memory, and Cognition, 29(6), p. p1339–1352.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.97%
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Sharp, J., & Adams, B. (2002). Children's constructions of knowledge for fraction division after solving realistic problems. Journal of Educational Research, 95(6), pp. 333–347.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.34%
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Sovik, N., Frostrad, P., & Heggberget, M. (1999). The relation between reading comprehension and task-specific strategies used in arithmetical word problems. Scandinavian Journal of Educational Research, 43(4), p. p371–398.
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Ajoutée par: Lynda Taabane
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Pop. 31.15%
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Stern, E. (1993). What makes certain arithmetic word problems involving the comparison of sets so difficult for children? Journal of educational psychology, 85(1), p. p7–23.
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Ajoutée par: Lynda Taabane
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Pop. 28.61%
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Thevenot, C., Barrouillet, P., & Fayol, M. (2001). Algorithmic solution of arithmetic problems and operands–answer associations in long-term memory. Quarterly Journal of Experimental Psychology: Section A, 54(2), p. p599–611.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.15%
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Thevenot, C., Barrouillet, P., & Fayol, M. (2004). Représentation mentale et procédures de résolution de problèmes arithmétiques: L'effet du placement de la question. L'année Psychologique, 104(4), p. p683–699.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.79%
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Thevenot, C., & Oakhill, J. (2005). The strategic use of alternative representations in arithmetic word problem solving. The Quarterly Journal of Experimental Psychology A: Human Experimental Psychology, 58(7), p. p1311–1323.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.33%
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Thevenot, C., & Oakhill, J. (2006). Representations and strategies for solving dynamic and static arithmetic word problems: The role of working memory capacities. European Journal of Cognitive Psychology, 18(5), pp. 756–775.
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Ajoutée par: Sterenn Audo
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Pop. 37.78%
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Vandorpe, S., De Rammelaere, S., & Vandierendonck, A. (2005). The odd-even effect in addition: An analysis per problem type. Experimental Psychology, 52(1), p. p47–54.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.7%
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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. 22.8%
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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. 27.88%
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Verschaffel, L., & de Corte, E. (1993). A decade of research on word problem solving in leuven: Theoretical, methodological, and practical outcomes. Educational Psychology Review, 5(3), p. p239–256.
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Ajoutée par: Lynda Taabane
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Pop. 28.34%
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Weber-Russell, S., & LeBlanc, M. D. (2004). Learning by seeing by doing: Arithmetic word problems. Journal of the Learning Sciences, 13(2), p. p197–220.
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Ajoutée par: Lynda Taabane
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Pop. 29.52%
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