Affichage de 1 - 20 of 25 (Bibliographie: Bibliographie WIKINDX globale)
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Keyword: Elementary School Students
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Andreassen, C., & Waters, H. S. (1989). Organization during study: Relationships between metamemory, strategy use, and performance. Journal of educational psychology, 81(2), p. p190–195.
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Ajoutée par: Lynda Taabane
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Pop. 35.13%
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Anghileri, J. (2001). A study of progression in written calculation strategies for division. Support for Learning, 16(1), pp. 17–22.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 36.31%
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Brosvic, G. M., Dihoff, R. E., Epstein, M. L., & Cook, M. L. (2006). Feedback facilitates the acquisition and retention of numerical fact series by elementary school students with mathematics learning disabilities. Psychological Record, 56(1), pp. 35–54.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.76%
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Bryant, P., Christie, C., & Rendu, A. (1999). Children's understanding of the relation between addition and subtraction: Inversion, identity, and decomposition. Journal of Experimental Child Psychology, 74(3), p. p194–212.
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Ajoutée par: Lynda Taabane
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Pop. 34.4%
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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. 37.77%
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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. 33.39%
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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. 29.74%
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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. 33.58%
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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. 33.12%
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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. 32.85%
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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. 35.77%
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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. 33.76%
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Hanich, L. B., & Jordon, N. C. (2004). Achievement-related beliefs of third-grade children with mathematics and reading difficulties. Journal of Educational Research, 97(5), pp. 227–233.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.76%
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Hardy, I., Jonen, A., Möller, K., & Stern, E. (2006). Effects of instructional support within constructivist learning environments for elementary school students' understanding of 'floating and sinking.'. Journal of educational psychology, 98(2), p. p307–326.
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Ajoutée par: Lynda Taabane
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Pop. 31.66%
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Jitendra, A. K., Griffin, C. C., Haria, P., Leh, J., Adams, A., & Kaduvettoor, A. (2007). A comparison of single and multiple strategy instruction on third-grade students' mathematical problem solving. Journal of educational psychology, 99(1), p. p115–127.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.76%
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Johsua, S., & Dupin, J. J. (1987). Taking into account student conceptions in instructional strategy: An example in physics. Cognition and Instruction, 4(2), p. p117–135.
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Ajoutée par: Lynda Taabane
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Pop. 33.58%
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McNeil, N. M., & Alibali, M. W. (2000). Learning mathematics from procedural instruction: Externally imposed goals influence what is learned. Journal of educational psychology, 92(4), p. p734–744.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.76%
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Moreno, R., & Durán, R. (2004). Do multiple representations need explanations? the role of verbal guidance and individual differences in multimedia mathematics learning. Journal of educational psychology, 96(3), p. p492–503.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.85%
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Parmar, R. S. (2003). Understanding the concept of 'division' assessment considerations. Exceptionality, 11(3), p. p177–189.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.2%
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Rhymer, K. N., & Cates, G. L. (2006). Student performance on and preferences for mathematics word problems: An investigation of the effects of explicit timing and interspersing procedures. School Psychology Quarterly, 21(1), p. p34–45.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.01%
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