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Ortega-Tudela, J. M., & Gómez-Ariza, C. J. (2006). Computer-assisted teaching and mathematical learning in down syndrome children. Journal of Computer Assisted Learning, 22(4), pp. 298–307.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.88%
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Ramscar, M., & Gitcho, N. (2007). Developmental change and the nature of learning in childhood. Trends in Cognitive Sciences, 11(7), p. p274–279.
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Ajoutée par: Lynda Taabane
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Pop. 31.52%
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Rehder, B., & Ross, B. H. (2001). Abstract coherent categories. Journal of experimental psychology: Learning, Memory, and Cognition, 27(5), p. p1261–1275.
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Ajoutée par: Lynda Taabane
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Pop. 32.06%
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Renkl, A. (2002). Worked-out examples: Instructional explanations support learning by self-explanations. Learning and Instruction, 12(5), pp. 529–556.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.06%
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Renkl, A., Stark, R., Gruber, H., & Mandl, H. (1998). Learning from worked-out examples: The effects of example variability and elicited self-explanations. Contemporary Educational Psychology, 23(1), pp. 90–108.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 29.88%
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Rittle-Johnson, B., & Star, J. R. (2007). Does comparing solution methods facilitate conceptual and procedural knowledge? an experimental study on learning to solve equations. Journal of educational psychology, 99(3), pp. 561–574.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 29.97%
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Ross, B. H. (1997). The use of categories affects classification. Journal of Memory and Language, 37(2), p. p240–267.
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Ajoutée par: Lynda Taabane
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Pop. 25.43%
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Ross, B. H., & Warren, J. L. (2002). Learning abstract relations from using categories. Memory & Cognition, 30(5), p. p657–665.
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Ajoutée par: Lynda Taabane
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Pop. 31.97%
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Rouet, J.-F., & Passerault, J.-M. (1999). Analyzing learner-hypermedia interaction: An overview of online methods. Instructional Science, 27(3), pp. 201–219.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.7%
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Sandhofer, C. M., & Smith, L. B. (1999). Learning color words involves learning a system of mappings. Developmental Psychology, 35(3), p. p668–679.
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Ajoutée par: Lynda Taabane
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Pop. 34.06%
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Sandhofer, C. M., & Smith, L. B. (2001). Why children learn color and size words so differently: Evidence from adults' learning of artificial terms. Journal of Experimental Psychology: General, 130(4), p. p600–617.
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Ajoutée par: Lynda Taabane
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Pop. 38.51%
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Schliemann, A. D., & Carraher, D. W. (2002). The evolution of mathematical reasoning: Everyday versus idealized understandings. Developmental Review, 22(2), pp. 242–266.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 24.89%
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Schoenfeld, A. H. (1988). When good teaching leads to bad results: The disasters of 'well-taught' mathematics courses. Educational Psychologist, 23(2), p. p145.
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Ajoutée par: Lynda Taabane
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Pop. 21.44%
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Schoenfeld, A. H. (1992). Research methods in and for the learning sciences. Journal of the Learning Sciences, 2(2), p. p137.
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Ajoutée par: Lynda Taabane
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Pop. 26.07%
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Schoenfeld, A. H. (1992). On paradigms and methods: What do you do when the ones you know don't do what you want them to? issues in the analysis of data in the form of videotapes. Journal of the Learning Sciences, 2(2), p. p179.
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Ajoutée par: Lynda Taabane
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Pop. 24.89%
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Seel, N. M. (2001). Epistemology, situated cognition, and mental models: 'like a bridge over troubled water.'. Instructional Science, 29(4), pp. 403–427.
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Ajoutée par: Sterenn Audo
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Pop. 34.15%
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Sherin, M. G. (2002). When teaching becomes learning. Cognition & Instruction, 20(2), pp. 119–150.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 27.16%
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Sherman, J., & Bisanz, J. (2009). Equivalence in symbolic and nonsymbolic contexts: Benefits of solving problems with manipulatives. Journal of educational psychology, 101(1), pp. 88–100.
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Ajoutée par: Lynda Taabane
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Pop. 25.52%
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Sifonis, C. M., & Ross, B. H. (2002). Alignment effects on learning multiple, use-relevant classification systems. Memory & Cognition, 30(7), p. p1148–1158.
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Ajoutée par: Lynda Taabane
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Pop. 27.97%
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Simon, M. A., & Tzur, R. (2004). Explicating the role of mathematical tasks in conceptual learning: An elaboration of the hypothetical learning trajectory. mathematical thinking and learning, 6(2), pp. 91–104.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.24%
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