Affichage de 41 - 60 of 155 (Bibliographie: Bibliographie WIKINDX globale)
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Keyword: problem solving
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Cooper, G., & Sweller, J. (1987). Effects of schema acquisition and rule automation on mathematical problem-solving transfer. Journal of educational psychology, 79(4), pp. 347–362.
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Ajoutée par: Sterenn Audo
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Pop. 34.42%
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Coquin-Viennot, D. (2001). Problèmes arithmétiques verbaux à l'école: Pourquoi les élèves ne répondent-ils pas à la question posée? Enfance, 53(2), p. p181–196.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 39.49%
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Coquin-Viennot, D., & Moreau, S. (2003). Highlighting the role of the episodic situation model in the solving of arithmetical problems. European Journal of Psychology of Education - EJPE, 18(3), p. p267–279.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 37.14%
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Coquin-Viennot, D., & Moreau, S. (2007). Arithmetic problems at school: When there is an apparent contradiction between the situation model and the problem model. British Journal of Educational Psychology, 77(1), p. p69–80.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 70.65%
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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.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 35.05%
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de Corte, E., & Verschaffel, L. (1985). Beginning first graders' initial representation of arithmetic word problems. The Journal of Mathematical Behavior, 5, pp. 3–21.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 36.23%
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.42%
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Desoete, A., Roeyers, H., & De Clercq, A. (2003). Can offline metacognition enhance mathematical problem solving? Journal of educational psychology, 95(1), p. p188–200.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.16%
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Desoete, A., Roeyers, H., & Clercq, A. D. (2004). Children with mathematics learning disabilities in belgium. Journal of learning disabilities, 37(1), pp. 50–61.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 29.89%
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Devidal, M., Fayol, M., & Barrouillet, P. (1997). Stratégies de lecture et résolution de problèmes arithmétiques. / reading strategies and resolution of mathematical word problems. L'année Psychologique, 97(1), p. p9–31.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.78%
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Dijkstra, S. (2001). The design space for solving instructional-design problems. Instructional Science, 29(4), p. p275–290.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 35.24%
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Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning and Instruction, 13(5), pp. 533–568.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.79%
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Dufresne, R. J., Gerace, W. J., Hardiman, P. T., & Mestre, J. P. (1992). Constraining novices to perform expertlike problem analyses: Effects on schema acquisition. Journal of the Learning Sciences, 2(3), p. p307.
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Ajoutée par: Lynda Taabane
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Pop. 26.18%
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English, L. D. (1998). Children's reasoning in solving relational problems of deduction. Thinking & Reasoning, 4(3), p. p249–281.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.51%
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Evans, J. S. B. T., & Thompson, V. A. (2004). Informal reasoning: Theory and method. Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 58(2), p. p69–74.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.62%
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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. 34.96%
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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. 37.68%
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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. 34.87%
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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. 37.05%
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van Garderen, D., & Montague, M. (2003). Visual-spatial representation, mathematical problem solving, and students of varying abilities. Learning Disabilities Research & Practice, 18(4), pp. 246–254.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 35.42%
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