Affichage de 21 - 40 of 76 (Bibliographie: Bibliographie WIKINDX globale)
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Category: Résolution de problèmes mathématiques
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Chronicle, E. P., & MacGregor, N. A. (1998). Are pasat scores related to mathematical ability? Neuropsychological Rehabilitation, 8(3), p. p273–282.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.46%
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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. 35.9%
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Cooper, B., & Harries, T. (2002). Children's responses to contrasting 'realistic' mathematics problems: Just how realistic are children ready to be? Educational Studies in Mathematics, 49(1), p. p1.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.83%
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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. 22.67%
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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. 31.01%
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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. 33.27%
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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. 34.81%
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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. 34.81%
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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. 37.44%
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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. 34.72%
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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. 32.73%
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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. 26.56%
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Hanich, L. B., Jordan, N. C., Kaplan, D., & Dick, J. (2001). Performance across different areas of mathematical cognition in children with learning difficulties. Journal of educational psychology, 93(3), p. p615–626.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26.47%
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Jitendra, A. K., Griffin, C. C., Haria, P., Leh, J., Adams, A., & Kaduvettoor, A. (2007). A comparison of single and multiple strategy instruction on third-grade students' mathematical problem solving. Journal of educational psychology, 99(1), p. p115–127.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.64%
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Kail, R., & Hall, L. K. (1999). Sources of developmental change in children's word-problem performance. Journal of educational psychology, 91(4), p. p660–668.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.55%
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Kintsch, W., & Greeno, J. G. (1985). Understanding and solving word arithmetic problems. Psychological Review, 92(1), p. p109–129.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.92%
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Kirk, E. P., & Ashcraft, M. H. (2001). Telling stories: The perils and promise of using verbal reports to study math strategies. Journal of experimental psychology: Learning, Memory, and Cognition, 27(1), p. p157–175.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.28%
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Klein, J. S., & Bisanz, J. (2000). Preschoolers doing arithmetic: The concepts are willing but the working memory is weak. Canadian Journal of Experimental Psychology, 54(2), p. p105–116.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33%
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Kovas, Y., Petrill, S. A., & Plomin, R. (2007). The origins of diverse domains of mathematics: Generalist genes but specialist environments. Journal of educational psychology, 99(1), p. p128–139.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.2%
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LeFevre, J.-A., Shanahan, T., & DeStefano, D. (2004). The tie effect in simple arithmetic: An access-based account. Memory & Cognition, 32(6), p. p1019–1031.
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Ajoutée par: Lynda Taabane
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Pop. 27.83%
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