Affichage de 1 - 20 of 34 (Bibliographie: Bibliographie WIKINDX globale)
Parameters:
|
|
Keyword: Mathematical Ability
|
|
|
Anghileri, J. (2001). A study of progression in written calculation strategies for division. Support for Learning, 16(1), pp. 17–22.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 37.87%
|
|
|
Anghileri, J. (2006). A study of the impact of reform on students' written calculation methods after five years' implementation of the national numeracy strategy in england. Oxford Review of Education, 32(3), pp. 363–380.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 37.97%
|
|
|
Bassok, M. (1990). Transfer of domain-specific problem-solving procedures. Journal of experimental psychology: Learning, Memory, and Cognition, 16(3), pp. 522–533.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 34.51%
|
|
|
Booth, J. L., & Siegler, R. S. (2006). Developmental and individual differences in pure numerical estimation. Developmental Psychology, 42(1), p. p189–201.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 36.24%
|
|
|
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.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 35.97%
|
|
|
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.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 35.69%
|
|
|
Campbell, J. I. D., & Xue, Q. (2001). Cognitive arithmetic across cultures. Journal of Experimental Psychology: General, 130(2), p. p299–315.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 35.33%
|
|
|
Chronicle, E. P., & MacGregor, N. A. (1998). Are pasat scores related to mathematical ability? Neuropsychological Rehabilitation, 8(3), p. p273–282.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 30.52%
|
|
|
Cook, J. L., & Rieser, J. J. (2005). Finding the critical facts: Children's visual scan patterns when solving story problems that contain irrelevant information. Journal of educational psychology, 97(2), p. p224–234.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 35.97%
|
|
|
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.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 39.15%
|
|
|
Cummins, D. D. (1991). Children's interpretations of arithmetic word problems. Cognition & Instruction, 8(3), p. p261.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 30.34%
|
|
|
Desoete, A., Roeyers, H., & De Clercq, A. (2003). Can offline metacognition enhance mathematical problem solving? Journal of educational psychology, 95(1), p. p188–200.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 30.79%
|
|
|
Desoete, A., Roeyers, H., & Clercq, A. D. (2004). Children with mathematics learning disabilities in belgium. Journal of learning disabilities, 37(1), pp. 50–61.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 29.7%
|
|
|
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.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 34.79%
|
|
|
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.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 34.24%
|
|
|
Geary, D. C. (2004). Mathematics and learning disabilities. Journal of learning disabilities, 37(1), pp. 4–15.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 35.6%
|
|
|
Hardiman, P. T., & Mestre, J. P. (1989). Understanding multiplicative contexts involving fractions. Journal of educational psychology, 81(4), p. p547–557.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 32.33%
|
|
|
Kail, R., & Hall, L. K. (1999). Sources of developmental change in children's word-problem performance. Journal of educational psychology, 91(4), p. p660–668.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 32.61%
|
|
|
Kovas, Y., Petrill, S. A., & Plomin, R. (2007). The origins of diverse domains of mathematics: Generalist genes but specialist environments. Journal of educational psychology, 99(1), p. p128–139.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 26.88%
|
|
|
LeFevre, J.-A., Shanahan, T., & DeStefano, D. (2004). The tie effect in simple arithmetic: An access-based account. Memory & Cognition, 32(6), p. p1019–1031.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 27.7%
|
|
|
