Affichage de 1 - 17 of 17 (Bibliographie: Bibliographie WIKINDX globale)
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Keyword: Mathematics Achievement
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Dembo, Y., Levin, I., & Siegler, R. S. (1997). A comparison of the geometric reasoning of students attending israeli ultraorthodox and mainstream schools. Developmental Psychology, 33(1), p. p92–103.
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Ajoutée par: Lynda Taabane
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Pop. 33.3%
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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. 33.21%
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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. 33.49%
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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. 33.12%
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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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Hardiman, P. T., & Mestre, J. P. (1989). Understanding multiplicative contexts involving fractions. Journal of educational psychology, 81(4), p. p547–557.
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Ajoutée par: Lynda Taabane
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Pop. 31.39%
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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. 32.85%
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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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Muth, D. K. (1984). Solving arithmetic word problems: Role of reading and computational skills. Journal of educational psychology, 76(2), p. p205–210.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.29%
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Randhawa, B. S., & Hunter, D. M. (2001). Validity of performance assessment in mathematics for early adolescents. Canadian Journal of Behavioural Science, 33(1), p. p14–24.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.93%
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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. 29.11%
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Sovik, N., Frostrad, P., & Heggberget, M. (1999). The relation between reading comprehension and task-specific strategies used in arithmetical word problems. Scandinavian Journal of Educational Research, 43(4), p. p371–398.
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Ajoutée par: Lynda Taabane
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Pop. 30.29%
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Tatsuoka, K. K. (1984). Changes in error types over learning stages. Journal of educational psychology, 76(1), p. p120–129.
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Ajoutée par: Lynda Taabane
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Pop. 31.39%
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Tirosh, D., & Stavy, R. (1999). Intuitive rules and comparisons tasks. mathematical thinking and learning, 1(3), p. p179–194.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.03%
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Weber-Russell, S., & LeBlanc, M. D. (2004). Learning by seeing by doing: Arithmetic word problems. Journal of the Learning Sciences, 13(2), p. p197–220.
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Ajoutée par: Lynda Taabane
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Pop. 28.47%
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Witzel, B. S., Mercer, C. D., & Miller, D. M. (2003). Teaching algebra to students with learning difficulties: An investigation of an explicit instruction model. Learning Disabilities Research & Practice, 18(2), pp. 121–131.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.29%
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