Affichage de 1 - 20 of 29 (Bibliographie: Bibliographie WIKINDX globale)
 
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Category:  Représentations naives en mathématiques
Anghileri, J. (2001). A study of progression in written calculation strategies for division. Support for Learning, 16(1), pp. 17–22. Dernièrement modifiée par: Sterenn Audo  v    Pop. 37.87%
Belia, S., Fidler, F., Williams, J., & Cumming, G. (2005). Researchers misunderstand confidence intervals and standard error bars. Psychological Methods, 10(4), p. p389–396. Dernièrement modifiée par: Lynda Taabane  V    Pop. 32.7%
Bezuidenhout, J. (1998). First-year university students' understanding of rate of change. International Journal of Mathematical Education in Science and Technology, 29(3), p. p389. Ajoutée par: Lynda Taabane  V    Pop. 32.88%
Bezuidenhout, J. (2001). Limits and continuity: Some conceptions of first-year students. International Journal of Mathematical Education in Science and Technology, 32(4), p. p487. Ajoutée par: Lynda Taabane  V    Pop. 33.61%
Bonnefon, J.-F., & Villejoubert, G. (2006). Tactful or doubtful? expectations of politeness explain the severity bias in the interpretation of probability phrases. Psychological Science, 17(9), p. p747–751. Dernièrement modifiée par: Lynda Taabane  V    Pop. 33.79%
Cohen, J. (1990). Things i have learned (so far). American Psychologist, 45(12), p. p1304–1312. Dernièrement modifiée par: Lynda Taabane  V    Pop. 32.7%
Cumming, G., Williams, J., & Fidler, F. (2004). Replication and researchers' understanding of confidence intervals and standard error bars. Understanding Statistics, 3(4), p. p299–311. Dernièrement modifiée par: Lynda Taabane  V    Pop. 31.24%
De Bock, D., Van Dooren, W., Janssens, D., & Verschaffel, L. (2002). Improper use of linear reasoning: An in-depth study of the nature and the irresistibility of secondary school students' errors. Educational Studies in Mathematics, 50(3), p. p311. Ajoutée par: Lynda Taabane  V    Pop. 27.88%
De Bock, D., Verschaffel, L., & Janssens, D. (2002). The effects of different problem presentations and formulations on the illusion of linearity in secondary school students. mathematical thinking and learning, 4(1), p. p65. Ajoutée par: Lynda Taabane  V    Pop. 29.97%
Dembo, Y., Levin, I., & Siegler, R. S. (1997). A comparison of the geometric reasoning of students attending israeli ultraorthodox and mainstream schools. Developmental Psychology, 33(1), p. p92–103. Ajoutée par: Lynda Taabane  V    Pop. 34.79%
Engelbrecht, J., Harding, A., & Potgieter, M. (2005). Undergraduate students' performance and confidence in procedural and conceptual mathematics. International Journal of Mathematical Education in Science & Technology, 36(7), p. p701. Ajoutée par: Lynda Taabane  V    Pop. 24.8%
Gliner, J. A., Leech, N. L., & Morgan, G. A. (2002). Problems with null hypothesis significance testing (nhst): What do the textbooks say? Journal of Experimental Education, 71(1), p. p83–92. Dernièrement modifiée par: Lynda Taabane  V    Pop. 35.15%
Hong, E., & O'Neil, H. F. (1992). Instructional strategies to help learners build relevant mental models in inferential statistics. Journal of educational psychology, 84(2), p. p150–159. Dernièrement modifiée par: Lynda Taabane  V    Pop. 33.06%
Johnson, R. W., & den Heyer, K. (1980). On the enduring untruth about measurement and parametric statistics. Canadian Psychology Psychologie Canadienne, 21(3), p. p134–135. Dernièrement modifiée par: Lynda Taabane  V    Pop. 33.79%
Kuhn, D. (1989). Children and adults as intuitive scientists. Psychological Review, 96(4), p. p674–689. Ajoutée par: Lynda Taabane  v    Pop. 32.24%
Larrick, R. P., & Soll, J. B. (2006). Intuitions about combining opinions: Misappreciation of the avergaging principle. Management Science, 52(1), p. p111–127. Dernièrement modifiée par: Lynda Taabane  V    Pop. 34.15%
Larrick, R. P., & Soll, J. B. (2006). 'intuitions about combining opinions: Misappreciation of the averaging principle': erratum. Management Science, 52(2), p. p309–310. Dernièrement modifiée par: Lynda Taabane  V    Pop. 32.79%
Linchevski, L., & Williams, J. (1999). Using intuition from everyday life in 'filling' the gap in children's extension of their number concept to include the negative numbers. Educational Studies in Mathematics, 39(1-3), pp. 131–147. Dernièrement modifiée par: Sterenn Audo  v    Pop. 29.52%
MacGregor, M., & Stacey, K. (1997). Students' understanding of algebraic notation: 11-15. Educational Studies in Mathematics, 33(1), p. p1. Ajoutée par: Lynda Taabane  V    Pop. 29.06%
Overall, J. E., & Woodward, A. J. (1977). Common misconceptions concerning the analysis of covariance. Multivariate Behavioral Research, 12(2), p. p171–185. Dernièrement modifiée par: Lynda Taabane  V    Pop. 31.61%

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