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Bautista, D., Mitchelmore, M., & Mulligan, J. (2009). Factors influencing filipino children's solutions to addition and subtraction word problems. Educational Psychology, 29(6), pp. 729–745. Ajoutée par: Lynda Taabane  v    Pop. 24.67%
Bernardo, A. B. I. (2001). Analogical problem construction and transfer in mathematical problem solving. Educational Psychology, 21(2), p. p137–150. Dernièrement modifiée par: Lynda Taabane  V    Pop. 30.56%
Chan, L. K. S., & Moore, P. J. (2006). Development of attributional beliefs and strategic knowledge in years 5–9: A longitudinal analysis. Educational Psychology, 26(2), pp. 161–185. Dernièrement modifiée par: Sterenn Audo  V    Pop. 31.87%
Micallef, S., & Prior, M. (2004). Arithmetic learning difficulties in children. Educational Psychology, 24(2), p. p175. Dernièrement modifiée par: Lynda Taabane  V    Pop. 24.77%
Micallef, S., & Prior, M. (2004). Arithmetic learning difficulties in children. Educational Psychology, 24(2), pp. 175–200. Dernièrement modifiée par: Sterenn Audo  V    Pop. 28.97%
Panaoura, A., Gagatsis, A., Deliyianni, E., & Elia, I. (2009). The structure of students' beliefs about the use of representations and their performance on the learning of fractions. Educational Psychology, 29(6), pp. 713–728. Ajoutée par: Lynda Taabane  v    Pop. 22.24%
Phillipson, S. N. (2004). Analogue equivalents in number processing of simple arithmetic sums. Educational Psychology, 24(2), p. p217. Dernièrement modifiée par: Lynda Taabane  v    Pop. 22.71%
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