Affichage de 41 - 60 of 72 (Bibliographie: Bibliographie WIKINDX globale)
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Keyword: MATHEMATICS
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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. 32.79%
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Micallef, S., & Prior, M. (2004). Arithmetic learning difficulties in children. Educational Psychology, 24(2), pp. 175–200.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.88%
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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. 33.7%
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Núñez, R. E. (2005). Creating mathematical infinities: Metaphor, blending, and the beauty of transfinite cardinals. Journal of Pragmatics, 37(10), p. p1717–1741.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.42%
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Nesher, P. (1986). Learning mathematics: A cognitive perspective. American Psychologist, 41(10), p. p1114–1122.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26.98%
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Novick, L. R., & Holyoak, K. J. (1991). Mathematical problem solving by analogy. Journal of experimental psychology: Learning, Memory, and Cognition, 17(3), p. p398–415.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.97%
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Nunes, T., Bryant, P., Evans, D., Bell, D., Gardner, S., Gardner, A., & Carraher, J. (2007). The contribution of logical reasoning to the learning of mathematics in primary school. British Journal of Developmental Psychology, 25(1), pp. 147–166.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.97%
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Prabhakaran, V., Rypma, B., & Gabrieli, J. D. E. (2001). Neural substrates of mathematical reasoning: A functional magnetic resonance imaging study of neocortical activation during performance of the necessary arithmetic operations test. Neuropsychology, 15(1), p. p115–127.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.07%
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Reed, S. K. (1984). Estimating answers to algebra word problems. Journal of experimental psychology: Learning, Memory, and Cognition, 10(4), pp. 778–790.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 29.7%
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Reed, S. K., Dempster, A., & Ettinger, M. (1985). Usefulness of analogous solutions for solving algebra word problems. Journal of experimental psychology: Learning, Memory, and Cognition, 11(1), p. p106–125.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.97%
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Riccomini, P. J. (2005). Identification and remediation of systematic error patterns in subtraction. Learning Disability Quarterly, 28(3), p. p233–242.
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Ajoutée par: Lynda Taabane
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Pop. 30.43%
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Rickard, T. C. (2005). A revised identical elements model of arithmetic fact representation. Journal of experimental psychology: Learning, Memory, and Cognition, 31(2), p. p250–257.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.34%
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Robertson, I. (2000). Imitative problem solving: Why transfer of learning often fails to occur. Instructional Science, 28(4), pp. 263–289.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.97%
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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. 33.7%
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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. 35.51%
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Schoenfeld, A. H. (1988). When good teaching leads to bad results: The disasters of 'well-taught' mathematics courses. Educational Psychologist, 23(2), p. p145.
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Ajoutée par: Lynda Taabane
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Pop. 21.44%
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Seyler, D. J., Kirk, E. P., & Ashcraft, M. H. (2003). Elementary subtraction. Journal of experimental psychology: Learning, Memory, and Cognition, 29(6), p. p1339–1352.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.97%
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Simon, M. A., & Tzur, R. (2004). Explicating the role of mathematical tasks in conceptual learning: An elaboration of the hypothetical learning trajectory. mathematical thinking and learning, 6(2), pp. 91–104.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.06%
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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. 33.7%
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Staub, F. C., & Stern, E. (2002). The nature of teachers' pedagogical content beliefs matters for students' achievement gains: Quasi-experimental evidence from elementary mathematics. Journal of educational psychology, 94(2), p. p344–355.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.33%
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