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Stavy, R., & Tirosh, D. (1993). Subdivision processes in mathematics and science. Journal of Research in Science Teaching, 30(6), p. p579–586. Dernièrement modifiée par: Lynda Taabane  v    Pop. 34.97%
Stavy, R., & Tirosh, D. (1996). The role of intuitive rules in science and mathematics education. European Journal of Teacher Education, 19(2), p. p109. Dernièrement modifiée par: Lynda Taabane  v    Pop. 26.61%
Tall, D., & Tirosh, D. (2001). Infinity : the never-ending struggle. Educational Studies in Mathematics, 48(2-3), p. p129. Dernièrement modifiée par: Lynda Taabane  V    Pop. 26.98%
Tirosh, D., & Graeber, A. O. (1991). The effect of problem type and common misconceptions on preservice elementary teachers' thinking about division. School Science and Mathematics, 91(4), p. p157. Dernièrement modifiée par: Lynda Taabane  V    Pop. 28.52%
Tirosh, D., Stavy, R., & Aboulafia, M. (1998). It is possible to confine the application of the intuitive rule : 'subdivision processes can always be repeated' ? International Journal of Mathematical Education in Science and Technology, 29(6), pp. 813–825. Dernièrement modifiée par: Lynda Taabane  V    Pop. 26.61%
Tirosh, D., Stavy, R., & Cohen, S. (1998). Cognitive conflict and intuitive rules. International journal of science education, 20(10), p. p1257. Dernièrement modifiée par: Lynda Taabane  V    Pop. 24.98%
Tirosh, D., & Stavy, R. (1999). Intuitive rules and comparisons tasks. mathematical thinking and learning, 1(3), p. p179–194. Dernièrement modifiée par: Lynda Taabane  V    Pop. 35.15%
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. Dernièrement modifiée par: Lynda Taabane  V    Pop. 25.34%
Tirosh, D. (1999). Finite or infinite sets : definitions and intuituions. International Journal of Mathematics Education in Science and Technology, 30(3), pp. 341–349. Dernièrement modifiée par: Lynda Taabane  V    Pop. 37.6%
Tirosh, D., & Tsamir, P. (2004). What can mathematics education gain from the conceptual change approach? and what can the conceptual change approach gain from its application to mathematics education? Learning and Instruction, 14(5), p. p535–540. Dernièrement modifiée par: Lynda Taabane  V    Pop. 34.42%
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