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Hoyles, C., & Kuchemann, D. (2002). Students' understandings of logical implication. Educational Studies in Mathematics, 51(3), p. p193.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.07%
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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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Mevarech, Z. Z. (1983). A deep structure model of students' statistical misconceptions. Educational Studies in Mathematics, 14, pp. 415–429.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 22.8%
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Monaghan, F. (2000). What difference does it make? children's views of the differences between some quadrilaterals. Educational Studies in Mathematics, 42(2), p. p179.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 21.34%
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Núñez, R. E., Edwards, L. D., & Matos, J. F. (1999). Embodied cognition as grounding for situatedness and context in mathematics education. Educational Studies in Mathematics, 39(1-3), p. p45.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.06%
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Nesher, P., Hershkovitz, S., & Novotna, J. (2003). Situation model, text base and what else? factors affecting problem solving. Educational Studies in Mathematics, 52(2), p. p151.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.61%
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Okazaki, M., & Koyama, M. (2005). Characteristics of 5th graders' logical development through learning division with decimals. Educational Studies in Mathematics, 60(2), p. p217.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 27.88%
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Robert, A., & Rogalski, J. (2004). A cross-analysis of the mathematics teacher's activity. an example in a french 10th-grade class. Educational Studies in Mathematics, 59(1-3), pp. 269–298.
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Ajoutée par: meunier
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Pop. 21.34%
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Selter, C. (2001). Addition and subtraction of three-digit numbers: German elementary children's success, methods and strategies. Educational Studies in Mathematics, 47(2), p. p145.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 21.62%
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Sfard, A. (1991). On the dual nature of mathematical conceptions: Reflections on processes and objects as different sides of the same coin. Educational Studies in Mathematics, pp. 1–36.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 18.89%
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Tall, D., & Tirosh, D. (2001). Infinity : the never-ending struggle. Educational Studies in Mathematics, 48(2-3), p. p129.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26.98%
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Tall, D. (2001). Natural and formal infinities. Educational Studies in Mathematics, 48(2-3), p. p199.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 22.43%
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Threlfall, J. (2002). Flexible mental calculation. Educational Studies in Mathematics, 50(1), p. p29.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 25.16%
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Tirosh, D., & Stavy, R. (1999). Intuitive rules: A way to explain and predict students' reasoning. Educational Studies in Mathematics, 38(1-3), p. p51–66.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 25.43%
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Tsamir, P. (2001). When "the same" is not perceived as such: The case of infinite sets. Educational Studies in Mathematics, 48(2-3), p. p289.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.52%
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Van Dooren, W., De Bock, D., Depaepe, F., Janssens, D., & Verschaffel, L. (2003). The illusion of linearity: Expanding the evidence towards probabilistic reasoning. Educational Studies in Mathematics, 53(2), p. p113.
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Ajoutée par: Lynda Taabane
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Pop. 27.16%
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Van Dooren, W., De Bock, D., Weyers, D., & Verschaffel, L. (2004). The predictive power of intuitive rules: A critical analysis of the impact of "more a--more b" and "same a--same b". Educational Studies in Mathematics, 56(2-3), p. p179.
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Ajoutée par: Lynda Taabane
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Pop. 27.88%
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Watson, J. M. (2001). Longitudinal development of inferential reasoning by school students. Educational Studies in Mathematics, 47(3), p. p337.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.34%
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Watson, J. M. (2007). The role of cognitive conflict in developing students’ understanding of average. Educational Studies in Mathematics, 65, pp. 21–47.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 20.62%
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