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Affichage de 1 - 8 of 8 (Bibliographie: Bibliographie WIKINDX globale)
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Keyword: MATHEMATICS
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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.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 36.59%
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Bryant, D. P., Hartman, P., & Kim, S. A. (2003). Using explicit and strategic instruction to teach division skills to students with learning disabilities. Exceptionality, 11(3), p. p151.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.12%
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Foley, T. B., & Cawley, J. F. (2003). About the mathematics of division: Implications for students with disabilities. Exceptionality, 11(3), p. p131.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 29.47%
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Mauro, D. G., LeFevre, J.-A., & Morris, J. (2003). Effects of problem format on division and manipulation performance: Division facts are mediated via multiplication-based representations. Journal of experimental psychology: Learning, Memory, and Cognition, 29(2), p. p163–170.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.84%
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Montague, M. (2003). Teaching division to students with learning disabilities: A constructivist approach. Exceptionality, 11(3), p. p165–175.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.03%
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Robinson, K. M., Arbuthnott, K. D., & Gibbons, K. A. (2002). Adults' representations of division facts: A consequence of learning history? Canadian Journal of Experimental Psychology, 56(4), p. p302–309.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.85%
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Robinson, K. M., & Ninowski, J. E. (2003). Adults' understanding of inversion concepts: How does performance on addition and subtraction inversion problems compare to performance on multiplication and division inversion problems? Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 57(4), p. p321–330.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.22%
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Squire, S., & Bryant, P. (2002). From sharing to dividing: Young children’s understanding of division. Developmental Science, 5(4), p. p452–466.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.76%
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