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Fischbein, E. (1978). Schemes virtuels et schemes actifs dans l'apprentissage des sciences. Revue Française de Pédagogie, pp. 119–125.
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Ajoutée par: Lynda Taabane
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Pop. 27.02%
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Fischbein, E., & Others, A. (1985). The role of implicit models in solving verbal problems in multiplication and division. Journal for Research in Mathematics Education, 16(1), p. p3.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.91%
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Fischbein, E. (1989). Tacit models and mathematical reasoning. For the Learning of Mathematics, 9(2), pp. 9–14.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 21.21%
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Fischbein, E., Stavy, R., & Ma-Naim, H. (1989). The psychological structure of naive impetus conceptions. International journal of science education, 11(1), pp. 71–81.
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Ajoutée par: Lynda Taabane
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Pop. 23.75%
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Fischbein, E. (1993). The theory of figural concepts. Educational Studies in Mathematics, 24(2), p. p139.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.11%
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Fischbein, E., & Others, A. (1995). The concept of irrational numbers in high-school students and prospective teachers. Educational Studies in Mathematics, 29(1), p. p29.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.11%
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Fischbein, E., & Schnarch, D. (1997). The evolution with age of probabilistic, intuitively based misconceptions. Journal for Research in Mathematics Education, 28(1), p. p96.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 25.39%
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Fischbein, E., & Grossman, A. (1997). Schemata and intuitions in combinatorial reasoning. Educational Studies in Mathematics, 34(1), p. p27.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26.75%
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Fischbein, E., & Nachlieli, T. (1998). Concepts and figures in geometric reasoning. International journal of science education, 20(10), p. p1193.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 25.75%
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Fischbein, E. (1999). Psychology and mathematics education. mathematical thinking and learning, 1(1), pp. 47–58.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 23.12%
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Fischbein, E., & Baltsan, M. (1999). The mathematical concept of set and the 'collection' model. Educational Studies in Mathematics, 37(1), p. p1.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.09%
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Fischbein, E. (1999). Intuitions and schemata in mathematical reasoning. Educational Studies in Mathematics, 38(1-3), p. p11.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 25.39%
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Fischbein, E. (2001). Tacit models and infinity. Educational Studies in Mathematics, 48(2-3), p. p309.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.45%
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Fishel, M., & Ramirez, L. (2005). Evidence-based parent involvement interventions with school-aged children. School Psychology Quarterly, 20(4), p. p371–402.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.92%
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Fleer, M. (1999). Children's alternative views: Alternative to what? International journal of science education, 21(2), p. p119.
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Ajoutée par: Lynda Taabane
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Pop. 27.29%
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Flieller, A., & Tournois, J. (1994). Imagery value, subjective and objective frequency, date of entry into the language, and degree of polysemy in a sample of 998 french words. International Journal of Psychology, 29(4), p. p471.
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Ajoutée par: Lynda Taabane
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Pop. 26.75%
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Foley, T. B., & Cawley, J. F. (2003). About the mathematics of division: Implications for students with disabilities. Exceptionality, 11(3), p. p131.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.1%
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Forbus, K. D., Gentner, D., & Law, K. (1994). Mac/fac: a model of similarity-based retrieval. Cognitive science, 19, pp. 141–205.
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Ajoutée par: Sterenn Audo
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Pop. 24.75%
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Forbus, K. D., & Gentner, D. (1997). Qualitative mental models: simulations or memories? Proceedings of the Eleventh International Workshop on Qualitative Reasoning, pp. 1–8.
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Ajoutée par: Sterenn Audo
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Pop. 21.12%
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Forbus, K. D., Gentner, D., Everett, J. O., & Wu, M. L. (1997). Towards a computational model of evaluating and using analogical inferences. Proceedings of the Nineteenth Annual Conference of the Cognitive Science Society, pp. 229–234.
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Ajoutée par: Sterenn Audo
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Pop. 21.31%
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