Affichage de 1 - 20 of 34 (Bibliographie: Bibliographie WIKINDX globale)
 
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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  v    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  v    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  V    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  V    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  V    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  V    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  V    Pop. 35.24%
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  V    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  V    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  V    Pop. 39.06%
Cummins, D. D. (1991). Children's interpretations of arithmetic word problems. Cognition & Instruction, 8(3), p. p261. Dernièrement modifiée par: Lynda Taabane  V    Pop. 30.25%
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  V    Pop. 30.61%
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  V    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  V    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  V    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  V    Pop. 35.51%
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  V    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  V    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  V    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  V    Pop. 27.7%

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