Affichage de 1 - 6 of 6 (Bibliographie: Bibliographie WIKINDX globale)
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Creator: Fuchs
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Fuchs, L. S., Fuchs, D., Prentice, K., Burch, M., Hamlett, C. L., & Owen, R., et al. (2003). Explicitly teaching for transfer: Effects on third-grade students' mathematical problem solving. Journal of educational psychology, 95(2), p. p293–304.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.66%
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Fuchs, L. S., Fuchs, D., Prentice, K., Burch, M., Hamlett, C. L., Owen, R., & Schroeter, K. (2003). Enhancing third-grade student' mathematical problem solving with self-regulated learning strategies. Journal of educational psychology, 95(2), p. p306–315.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 37.39%
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Fuchs, L. S., Fuchs, D., Prentice, K., Hamlett, C. L., Finelli, R., & Courey, S. J. (2004). Enhancing mathematical problem solving among third-grade students with schema-based instruction. Journal of educational psychology, 96(4), p. p635–647.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.66%
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Fuchs, L. S., Compton, D. L., Fuchs, D., Paulsen, K., Bryant, J. D., & Hamlett, C. L. (2005). The prevention, identification, and cognitive determinants of math difficulty. Journal of educational psychology, 97(3), p. p493–513.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.39%
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Fuchs, L. S., Fuchs, D., Hamlet, C. L., Powell, S. R., Capizzi, A. M., & Seethaler, P. M. (2006). The effects of computer-assisted instruction on number combination skill in at-risk first graders. Journal of learning disabilities, 39(5), pp. 467–475.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.58%
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Fuchs, L. S., Fuchs, D., Compton, D. L., Powell, S. R., Seethaler, P. M., & Capizzi, A. M., et al. (2006). The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems. Journal of educational psychology, 98(1), pp. 29–43.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 36.93%
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