Affichage de 1 - 20 of 69 (Bibliographie: Bibliographie WIKINDX globale)
Parameters:
|
|
Keyword: MATHEMATICS
|
|
|
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. 36.59%
|
|
|
Augustyniak, K., Murphy, J., & Phillips, D. K. (2005). Psychological perspectives in assessing mathematics learning needs. Journal of Instructional Psychology, 32(4), pp. 277–286.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 34.12%
|
|
|
Beilock, S. L., Kulp, C. A., Holt, L. E., & Carr, T. H. (2004). More on the fragility of performance: Choking under pressure in mathematical problem solving. Journal of Experimental Psychology: General, 133(4), p. p584–600.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 36.22%
|
|
|
Beilock, S. L., & DeCaro, M. S. (2007). From poor performance to success under stress: Working memory, strategy selection, and mathematical problem solving under pressure. Journal of experimental psychology: Learning, Memory, and Cognition, 33(6), p. p983–998.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 35.22%
|
|
|
Blankenberger, S., & Vorberg, D. (1997). The single-format assumption in arithmetic fact retrieval. Journal of experimental psychology: Learning, Memory, and Cognition, 23(3), p. p721–738.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 36.22%
|
|
|
Blöte, A. W., Van der Burg, E., & Klein, A. S. (2001). Students' flexibility in solving two-digit addition and subtraction problems: Instruction effects. Journal of educational psychology, 93(3), p. p627–638.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 33.12%
|
|
|
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. 35.22%
|
|
|
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. 34.85%
|
|
|
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.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 32.12%
|
|
|
Campbell, A. E., Adams, V. M., & Davis, G. E. (2007). Cognitive demands and second-language learners: A framework for analyzing mathematics instructional contexts. mathematical thinking and learning, 9(1), pp. 3–30.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 33.3%
|
|
|
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. 34.49%
|
|
|
Canobi, K. H., Reeve, R. A., & Pattison, P. E. (2003). Patterns of knowledge in children's addition. Developmental Psychology, 39(3), p. p521–534.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 37.5%
|
|
|
Chung, K. K. H., & Tam, Y. H. (2005). Effects of cognitive‐based instruction on mathematical problem solving by learners with mild intellectual disabilities. Journal of Intellectual & Developmental Disability, 30(4), pp. 207–216.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 36.31%
|
|
|
Cirino, P. T., Fletcher, J. M., Ewing-Cobbs, L., Barnes, M. A., & Fuchs, L. S. (2007). Cognitive arithmetic differences in learning difficulty groups and the role of behavioral inattention. Learning Disabilities Research & Practice (Blackwell Publishing Limited), 22(1), pp. 25–35.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 32.57%
|
|
|
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. 33.67%
|
|
|
Coquin-Viennot, D., & Moreau, S. (2007). Arithmetic problems at school: When there is an apparent contradiction between the situation model and the problem model. British Journal of Educational Psychology, 77(1), p. p69–80.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 69.53%
|
|
|
Domahs, F., Delazer, M., & Nuerk, H.-C. (2006). What makes multiplication facts difficult: Problem size or neighborhood consistency? Experimental Psychology, 53(4), p. p275–282.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 31.75%
|
|
|
Foley, T. B., & Cawley, J. F. (2003). About the mathematics of division: Implications for students with disabilities. Exceptionality, 11(3), p. p131.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 29.47%
|
|
|
Fuchs, L. S., Fuchs, D., Compton, D. L., Powell, S. R., Seethaler, P. M., & Capizzi, A. M., et al. (2006). The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems. Journal of educational psychology, 98(1), pp. 29–43.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 35.77%
|
|
|
van Garderen, D., & Montague, M. (2003). Visual-spatial representation, mathematical problem solving, and students of varying abilities. Learning Disabilities Research & Practice, 18(4), pp. 246–254.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 33.76%
|
|
|
