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Category:  Résolution de problèmes mathématiques
Asquith, P., Stephens, A. C., Knuth, E. J., & Alibali, M. W. (2007). Middle school mathematics teachers' knowledge of students' understanding of core algebraic concepts: Equal sign and variable. Mathematical Thinking and Learning: An International Journal, 9(3), pp. 249–272. Ajoutée par: Lynda Taabane  V    Pop. 24.58%
Ayalon, M., & Even, R. (2008). Deductive reasoning: In the eye of the beholder. Educational Studies in Mathematics, 69(3), pp. 235–247. Ajoutée par: Lynda Taabane  v    Pop. 24.11%
Babbitt, B. C., & Miller, S. P. (1996). Using hypermedia to improve the mathematics problem-solving skills of students with learning disabilities. Journal of learning disabilities, 29(4), p. p391–401. Dernièrement modifiée par: Lynda Taabane  V    Pop. 31.59%
Bassok, M., & Holyoak, K. J. (1989). Interdomain transfer between isomorphic topics in algebra and physics. Journal of experimental psychology: Learning, Memory, and Cognition, 15(1), pp. 153–166. Ajoutée par: Lynda Taabane  V    Pop. 31.31%
Bassok, M., Chase, V. M., & Martin, S. A. (1998). Adding apples and oranges: Alignment of semantic and formal knowledge. cognitive psychology, 35(2), p. p99–134. Dernièrement modifiée par: Lynda Taabane  V    Pop. 31.78%
Bautista, D., Mitchelmore, M., & Mulligan, J. (2009). Factors influencing filipino children's solutions to addition and subtraction word problems. Educational Psychology, 29(6), pp. 729–745. Ajoutée par: Lynda Taabane  v    Pop. 24.67%
Beilock, S. L., Kulp, C. A., Holt, L. E., & Carr, T. H. (2004). More on the fragility of performance: Choking under pressure in mathematical problem solving. Journal of Experimental Psychology: General, 133(4), p. p584–600. Dernièrement modifiée par: Lynda Taabane  V    Pop. 31.4%
Beilock, S. L., & DeCaro, M. S. (2007). From poor performance to success under stress: Working memory, strategy selection, and mathematical problem solving under pressure. Journal of experimental psychology: Learning, Memory, and Cognition, 33(6), p. p983–998. Dernièrement modifiée par: Lynda Taabane  V    Pop. 30.28%
Bernardo, A. B. I., & Okagaki, L. (1994). Roles of symbolic knowledge and problem-information context in solving word problems. Journal of educational psychology, 86(2), p. p212–220. Ajoutée par: Lynda Taabane  V    Pop. 29.44%
Bernardo, A. B. I. (2001). Analogical problem construction and transfer in mathematical problem solving. Educational Psychology, 21(2), p. p137–150. Dernièrement modifiée par: Lynda Taabane  V    Pop. 30.56%
Blankenberger, S., & Vorberg, D. (1997). The single-format assumption in arithmetic fact retrieval. Journal of experimental psychology: Learning, Memory, and Cognition, 23(3), p. p721–738. Ajoutée par: Lynda Taabane  V    Pop. 31.03%
Blöte, A. W., Van der Burg, E., & Klein, A. S. (2001). Students' flexibility in solving two-digit addition and subtraction problems: Instruction effects. Journal of educational psychology, 93(3), p. p627–638. Dernièrement modifiée par: Lynda Taabane  V    Pop. 27.85%
Bonotto, C. (2005). How informal out-of-school mathematics can help students make sense of formal in-school mathematics: The case of multiplying by decimal numbers. mathematical thinking and learning, 7(4), p. p313–344. Dernièrement modifiée par: Lynda Taabane  V    Pop. 27.01%
Brissiaud, R. (1994). Teaching and development : solving "missing addend” problems using substraction. Learning and development: contributions from Vygotsky. European Journal of Psychology of Education, 9(4), pp. 243–265. Dernièrement modifiée par: Jean-François Richard  V    Pop. 37.2%
Brissiaud, R. (2002). Psychologie et didactique : choisir des problèmes qui favorisent la conceptualisation des opérations arithmétiques. In J. Bideaud & H. Lehalle (Eds.), Traité des Sciences Cognitives - Le développement des activités numériques chez l'enfant (pp. 265–291). Paris: Hermès. Ajoutée par: Lynda Taabane  V    Pop. 37.66%
Broaders, S. C., Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. (2007). Making children gesture brings out implicit knowledge and leads to learning. Journal of Experimental Psychology: General, 136(4), p. p539–550. Dernièrement modifiée par: Lynda Taabane  V    Pop. 27.94%
Bryant, P., Christie, C., & Rendu, A. (1999). Children's understanding of the relation between addition and subtraction: Inversion, identity, and decomposition. Journal of Experimental Child Psychology, 74(3), p. p194–212. Ajoutée par: Lynda Taabane  V    Pop. 29.81%
Campbell, J. I. D., & Xue, Q. (2001). Cognitive arithmetic across cultures. Journal of Experimental Psychology: General, 130(2), p. p299–315. Dernièrement modifiée par: Lynda Taabane  V    Pop. 30.09%
Canobi, K. H., Reeve, R. A., & Pattison, P. E. (2003). Patterns of knowledge in children's addition. Developmental Psychology, 39(3), p. p521–534. Dernièrement modifiée par: Lynda Taabane  V    Pop. 32.9%
Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanations : how students study and use examples in learning to solve problems. Cognitive science, 13, pp. 145–182. Ajoutée par: Lynda Taabane  V    Pop. 27.2%

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