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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  V    Pop. 34.42%
van Dijk, I. M. A. W., van Oers, B., Terwel, J., & van den Eeden, P. (2003). Strategic learning in primary mathematics education: Effects of an experimental program in modelling. Educational Research and Evaluation, 9(2), pp. 161–187. Dernièrement modifiée par: Sterenn Audo  V    Pop. 36.78%
Fuchs, L. S., Fuchs, D., Prentice, K., Hamlett, C. L., Finelli, R., & Courey, S. J. (2004). Enhancing mathematical problem solving among third-grade students with schema-based instruction. Journal of educational psychology, 96(4), p. p635–647. Dernièrement modifiée par: Lynda Taabane  V    Pop. 34.7%
Parmar, R. S. (2003). Understanding the concept of 'division' assessment considerations. Exceptionality, 11(3), p. p177–189. Dernièrement modifiée par: Sterenn Audo  V    Pop. 32.06%
Riccomini, P. J. (2005). Identification and remediation of systematic error patterns in subtraction. Learning Disability Quarterly, 28(3), p. p233–242. Ajoutée par: Lynda Taabane  V    Pop. 30.43%
Sarrazy, B. (2002). Effects of variability of teaching on responsiveness to the didactic contract in arithmetic problem-solving among pupils of 9-10 years. European Journal of Psychology of Education - EJPE, 17(4), p. p321. Dernièrement modifiée par: Lynda Taabane  V    Pop. 33.51%
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