|
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.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 32.94%
|
|
|
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.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 34.12%
|
|
|
Ayalon, M., & Even, R. (2008). Deductive reasoning: In the eye of the beholder. Educational Studies in Mathematics, 69(3), pp. 235–247.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 29.74%
|
|
|
Bazzini, L. (2001). From grounding metaphors to technological devices: a call for legitimacy in school mathematics. Educational Studies in Mathematics, 47, pp. 259–271.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 29.84%
|
|
|
Bell, A., Fischbein, E., & Greer, B. (1984). Choice of operation in verbal arithmetic problems: the effects of number size, problem structure and context. Educational Studies in Mathematics, 15, pp. 129–147.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 32.57%
|
|
|
Berger, M. (2004). The functional use of a mathematical sign. Educational Studies in Mathematics, 55, pp. 81–102.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 34.31%
|
|
|
Bruce, R. A., & Threlfall, J. (2004). One, two, three and counting. Educational Studies in Mathematics, 55(1-3), p. p3.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 29.84%
|
|
|
Charles, K., & Nason, R. (2000). Young children's partitioning strategies. Educational Studies in Mathematics, 43(2), p. p191.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 26.28%
|
|
|
Cooper, B., & Harries, T. (2002). Children's responses to contrasting 'realistic' mathematics problems: Just how realistic are children ready to be? Educational Studies in Mathematics, 49(1), p. p1.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 28.38%
|
|
|
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
|
|
Pop. 26.82%
|
|
|
Empson, S. B., Junk, D., Dominguez, H., & Turner, E. (2006). Fractions as the coordination of multiplicatively related quantities: A cross-sectional study of children's thinking. Educational Studies in Mathematics, 63(1), pp. 1–28.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 28.28%
|
|
|
English, L. D. (1997). The development of fifth-grade children's problem-posing abilities. Educational Studies in Mathematics, 34(3), p. p183.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 27.74%
|
|
|
Fischbein, E. (1993). The theory of figural concepts. Educational Studies in Mathematics, 24(2), p. p139.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 26.64%
|
|
|
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.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 27.19%
|
|
|
Fischbein, E., & Grossman, A. (1997). Schemata and intuitions in combinatorial reasoning. Educational Studies in Mathematics, 34(1), p. p27.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 25.73%
|
|
|
Fischbein, E., & Baltsan, M. (1999). The mathematical concept of set and the 'collection' model. Educational Studies in Mathematics, 37(1), p. p1.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 31.48%
|
|
|
Fischbein, E. (1999). Intuitions and schemata in mathematical reasoning. Educational Studies in Mathematics, 38(1-3), p. p11.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 24.64%
|
|
|
Fischbein, E. (2001). Tacit models and infinity. Educational Studies in Mathematics, 48(2-3), p. p309.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 33.21%
|
|
|
Graeber, A. O. (1999). Forms of knowing mathematics: What preservice teachers should learn. Educational Studies in Mathematics, 38(1-3), p. p189.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 23.91%
|
|
|
Greer, B. (2001). Understanding probabilistic thinking: The legacy of efraim fischbein. Educational Studies in Mathematics, 45(1-3), p. p15.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 28.1%
|
|
