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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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Belia, S., Fidler, F., Williams, J., & Cumming, G. (2005). Researchers misunderstand confidence intervals and standard error bars. Psychological Methods, 10(4), p. p389–396.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.7%
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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.
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Ajoutée par: Lynda Taabane
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Pop. 32.88%
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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.
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Ajoutée par: Lynda Taabane
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Pop. 33.61%
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.79%
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Cohen, J. (1990). Things i have learned (so far). American Psychologist, 45(12), p. p1304–1312.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.7%
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.24%
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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.
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Ajoutée par: Lynda Taabane
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Pop. 27.88%
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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.
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Ajoutée par: Lynda Taabane
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Pop. 29.97%
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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.
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Ajoutée par: Lynda Taabane
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Pop. 34.79%
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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.
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Ajoutée par: Lynda Taabane
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Pop. 24.8%
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.15%
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.06%
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.79%
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Kuhn, D. (1989). Children and adults as intuitive scientists. Psychological Review, 96(4), p. p674–689.
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Ajoutée par: Lynda Taabane
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Pop. 32.24%
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Larrick, R. P., & Soll, J. B. (2006). Intuitions about combining opinions: Misappreciation of the avergaging principle. Management Science, 52(1), p. p111–127.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.15%
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Larrick, R. P., & Soll, J. B. (2006). 'intuitions about combining opinions: Misappreciation of the averaging principle': erratum. Management Science, 52(2), p. p309–310.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.79%
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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.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 29.52%
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MacGregor, M., & Stacey, K. (1997). Students' understanding of algebraic notation: 11-15. Educational Studies in Mathematics, 33(1), p. p1.
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Ajoutée par: Lynda Taabane
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Pop. 29.06%
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Overall, J. E., & Woodward, A. J. (1977). Common misconceptions concerning the analysis of covariance. Multivariate Behavioral Research, 12(2), p. p171–185.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.61%
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