Affichage de 61 - 76 of 76 (Bibliographie: Bibliographie WIKINDX globale)
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Category: Résolution de problèmes mathématiques
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Rittle-Johnson, B., Siegler, R. S., & Alibali, M. W. (2001). Developing conceptual understanding and procedural skill in mathematics: An iterative process. Journal of educational psychology, 93(2), p. p346–362.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.67%
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Sander, E., & Mathieu, N. Individualization as influencing semantic alignment in mathematical word problem solving. Notes internes.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.49%
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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. 33.85%
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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. 27.31%
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Schoenfeld, A. H. (1992). Learning to think mathematically : problem solving, metacognition, and sense-making in mathematics. In D. A. Grouws (Ed.), Handbook for Research on Mathematics Teaching and Learning (pp. 334–370). New-York: MacMillan.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 24.05%
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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. 33.21%
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Sherman, J., & Bisanz, J. (2009). Equivalence in symbolic and nonsymbolic contexts: Benefits of solving problems with manipulatives. Journal of educational psychology, 101(1), pp. 88–100.
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Ajoutée par: Lynda Taabane
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Pop. 25.5%
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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. 31.31%
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Staub, F. C., Reusser, K., Weaver, C. I. A., Mannes, S., & Fletcher, C. R. (1995). The role of presentational structures in understanding and solving mathematical word problems. In Discourse comprehension: Essays in honor of Walter Kintsch. (pp. p285–305). Lawrence Erlbaum Associates, Inc.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.68%
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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. 28.68%
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Stylianou, D. A., & Silver, E. A. (2004). The role of visual representations in advanced mathematical problem solving: An examination of expert-novice similarities and differences. Mathematical Thinking and Learning An International Journal, 6(4), p. p353.
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Dernièrement modifiée par: Evelyne Mengue
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Pop. 22.41%
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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. 34.39%
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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. 27.77%
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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. 28.31%
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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. 29.67%
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Yan Ping, X. (2007). Word problem solving tasks in textbooks and their relation to student performance. Journal of Educational Research, 100(6), pp. 347–360.
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Ajoutée par: Lynda Taabane
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Pop. 28.4%
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