Affichage de 21 - 40 of 1243 (Bibliographie: Bibliographie WIKINDX globale)
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Anghileri, J. (2001). A study of progression in written calculation strategies for division. Support for Learning, 16(1), pp. 17–22.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 37.87%
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Anghileri, J., Beishuizen, M., & Van Putten, K. (2002). From informal strategies to structured procedures: Mind the gap! Educational Studies in Mathematics, 49(2), p. p149.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.51%
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Anghileri, J. (2006). A study of the impact of reform on students' written calculation methods after five years' implementation of the national numeracy strategy in england. Oxford Review of Education, 32(3), pp. 363–380.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 37.97%
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Anolli, L., Antonietti, A., Crisafulli, L., & Cantoia, M. (2001). Accessing source information in analogical problem-solving. The Quarterly Journal of Experimental Psychology A: Human Experimental Psychology, 54(1), p. p237–261.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 37.06%
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Arsenault, C., & Lemoyne, G. (2000). Une introduction non classique aux algorithmes d'addition et de soustraction (a non-classical introduction to algorithms of addition and subtraction). Educational Studies in Mathematics, 42(3), pp. 269–296.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 35.79%
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Ashton, E. (1994). Metaphor in context: An examination of the significance of metaphor for reflection and communication. Educational Studies, 20(3), p. p357–366.
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Ajoutée par: Lynda Taabane
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Pop. 33.97%
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Asmuth, J., & Gentner, D. (2005). Context sensitivity of relational nouns. Proceedings of the Twenty-seventh Annual Meeting of the Cognitive Science Society, pp. 163–168.
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Ajoutée par: Sterenn Audo
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Pop. 33.61%
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Atran, S., Medin, D., Lynch, E., Vapnarsky, V., Ucan Ek', E., & Sousa, P. (2001). Folkbiology doesn't come from folkpsychology: Evidence from yukatek maya in cross-cultural perspective. Journal of Cognition & Culture, 1(1), p. p3–42.
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Ajoutée par: Lynda Taabane
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Pop. 34.97%
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Atran, S., Medin, D., Ross, N., Lynch, E., Vapnarsky, V., & Ek, E. U., et al. (2002). Folkecology, cultural epidemiology, and the spirit of the commons: A garden experiment in the maya lowlands, 1991-2001. Current Anthropology, 43(3), p. p421–450.
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Ajoutée par: Lynda Taabane
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Pop. 34.6%
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Atran, S., Medin, D. L., & Ross, N. O. (2005). The cultural mind: Environmental decision making and cultural modeling within and across populations. Psychological Review, 112(4), p. p744–776.
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Ajoutée par: Lynda Taabane
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Pop. 37.51%
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Atran, S., Medin, D. L., Ross, N., Viale, R., Andler, D., & Hirschfeld, L. (2006). Thinking about biology: Modular constraints on categorization and reasoning in the everyday life of americans, maya, and scientists. Mind & Society, 6(3), pp. 31–64.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.15%
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Augustyniak, K., Murphy, J., & Phillips, D. K. (2005). Psychological perspectives in assessing mathematics learning needs. Journal of Instructional Psychology, 32(4), pp. 277–286.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 35.33%
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 38.06%
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Badecker, W., & Straub, K. (2002). The processing role of structural constraints on interpretation of pronouns and anaphors. Journal of experimental psychology: Learning, Memory, and Cognition, 28(4), p. p748–769.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 38.15%
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Bailenson, J. N., Shum, M. S., Atran, S., Medin, D. L., & Coley, J. D. (2002). A bird's eye view: Biological categorization and reasoning within and across cultures. Cognition, 84(1), p. p1–53.
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Ajoutée par: Lynda Taabane
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Pop. 39.96%
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Bakas, C., & Mikropoulos, T. A. (2003). Design of virtual environments for the comprehension of planetary phenomena based on students' ideas. International journal of science education, 25(8), p. p949.
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Ajoutée par: Lynda Taabane
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Pop. 37.51%
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Balluerka, N., Gómez, J., & Hidalgo, D. (2005). The controversy over null hypothesis significance testing revisited. Methodology: European Journal of Research Methods for the Behavioral and Social Sciences, 1(2), p. p55–70.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.43%
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Barker, V., & Millar, R. (1999). Students' reasoning about chemical reactions: What changes occur during a context-based post-16 chemistry course? International journal of science education, 21(6), p. p645.
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Ajoutée par: Lynda Taabane
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Pop. 35.42%
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Barrouillet, P. (1991). Évolution des catégories naturelles et résolution des épreuves d'inclusion entre 6 et 10 ans. L'année Psychologique, 91(4), p. p505–531.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 35.51%
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Barrouillet, P. (1993). Du bricolage à la logique chez l'enfant : une approche structuraliste de la genèse de l'inclusion. L’Année Psychologique, 93(2), pp. 283–310.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.52%
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