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de Corte, E., Verschaffel, L., & de Win, L. (1985). Influence of rewording verbal problems on children's problem representations and solutions. Journal of educational psychology, 77(4), p. p460–470. Dernièrement modifiée par: Sterenn Audo  V    Pop. 34.79%
de Corte, E., & Verschaffel, L. (1985). Beginning first graders' initial representation of arithmetic word problems. The Journal of Mathematical Behavior, 5, pp. 3–21. Dernièrement modifiée par: Sterenn Audo  v    Pop. 35.88%
de Corte, E., Verschaffel, L., & Pauwels, A. (1990). Influence of the semantic structure of word problems on second graders' eye movements. Journal of educational psychology, 82(2), p. p359–365. Dernièrement modifiée par: Lynda Taabane  V    Pop. 35.33%
de Corte, E., Verschaffel, L., & Van De Ven, A. (2001). Improving text comprehension strategies in upper primary school children: A design experiment. British Journal of Educational Psychology, 71(4), p. p531. Dernièrement modifiée par: Sterenn Audo  V    Pop. 30.52%
de Corte, E., Verschaffel, L., & Greer, B. (n.d.). Connecting mathematics problem solving to the real world. Retrieved 5 Décembre, 2007, from http://math.unipa.it/~grim/Jdecorte. Dernièrement modifiée par: Sterenn Audo  V    Pop. 27.79%
Verschaffel, L., de Corte, E., & Pauwels, A. (1992). Solving compare problems: An eye movement test of lewis and mayer's consistency hypothesis. Journal of educational psychology, 84(1), p. p85–94. Dernièrement modifiée par: Lynda Taabane  V    Pop. 33.51%
Verschaffel, L., & de Corte, E. (1993). A decade of research on word problem solving in leuven: Theoretical, methodological, and practical outcomes. Educational Psychology Review, 5(3), p. p239–256. Ajoutée par: Lynda Taabane  V    Pop. 28.34%
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