Affichage de 21 - 40 of 72 (Bibliographie: Bibliographie WIKINDX globale)
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Keyword: MATHEMATICS
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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.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 36.93%
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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.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 35.3%
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van Garderen, D. (2006). Spatial visualization, visual imagery, and mathematical problem solving of students with varying abilities. Journal of learning disabilities, 39(6), pp. 496–506.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.48%
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Gelman, R. (2006). Young natural-number arithmeticians. Current Directions in Psychological Science, 15(4), pp. 193–197.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.67%
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Gutstein, E. (. (2007). 'and that's just how it starts': Teaching mathematics and developing student agency. Teachers College Record, 109(2), pp. 420–448.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.21%
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Hanich, L. B., Jordan, N. C., Kaplan, D., & Dick, J. (2001). Performance across different areas of mathematical cognition in children with learning difficulties. Journal of educational psychology, 93(3), p. p615–626.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26.5%
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Hegarty, M., Mayer, R. E., & Monk, C. A. (1995). Comprehension of arithmetic word problems: A comparison of successful and unsuccessful problem solvers. Journal of educational psychology, 87(1), pp. 18–32.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 28.77%
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Hurley, E. A., & Allen, B. A. (2007). Asking the how questions: Quantifying group processes behaviors. Journal of General Psychology, 134(1), pp. 5–21.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.3%
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Jansen, A. R., Marriott, K., & Yelland, G. W. (2003). Comprehension of algebraic expressions by experienced users of mathematics. The Quarterly Journal of Experimental Psychology A: Human Experimental Psychology, 56(1), pp. 3–30.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.12%
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Kelly, S. W., & Wilkin, K. (2006). A dual-process account of digit invariance learning. The Quarterly Journal of Experimental Psychology, 59(9), pp. 1664–1680.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 44.28%
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Kintsch, W., & Greeno, J. G. (1985). Understanding and solving word arithmetic problems. Psychological Review, 92(1), p. p109–129.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.94%
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Kirk, E. P., & Ashcraft, M. H. (2001). Telling stories: The perils and promise of using verbal reports to study math strategies. Journal of experimental psychology: Learning, Memory, and Cognition, 27(1), p. p157–175.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.31%
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.13%
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Kramarski, B., & Gutman, M. (2006). How can self-regulated learning be supported in mathematical e-learning environments? Journal of Computer Assisted Learning, 22(1), pp. 24–33.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.31%
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Lager, C. (2006). Types of mathematics-language reading interactions that unnecessarily hinder algebra learning and assessment. Reading Psychology, 27(2/3), pp. 165–204.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 29.95%
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Landy, D., & Goldstone, R. L. (2007). How abstract is symbolic thought? Journal of experimental psychology: Learning, Memory, and Cognition, 33(4), pp. 720–733.
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Ajoutée par: Sterenn Audo
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Pop. 34.39%
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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.
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Ajoutée par: Lynda Taabane
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Pop. 27.86%
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Lemaire, P., & Bernoussi, M. (1991). Arithmétique cognitive: Processus, développement et différences individuelles. L'année Psychologique, 91(3), p. p419–438.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.94%
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Lemaire, P., Arnaud, L., & Lecacheur, M. (2004). Adults' age-related differences in adaptivity of strategy choices: Evidence from computational estimation. Psychology and Aging, 19(3), p. p467–481.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.03%
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Logie, R. H., Gilhooly, K. J., & Wynn, V. (1994). Counting on working memory in arithmetic problem solving. Memory & Cognition, 22(4), p. p395–410.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.49%
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