|
Bonotto, C. (2005). How informal out-of-school mathematics can help students make sense of formal in-school mathematics: The case of multiplying by decimal numbers. mathematical thinking and learning, 7(4), p. p313–344.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 32.39%
|
|
|
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%
|
|
|
Casas, A. M., & Castellar, R. G. (2004). Mathematics education and learning disabilities in spain. Journal of learning disabilities, 37(1), pp. 62–73.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 30.75%
|
|
|
Chi, M. T. H. (1996). Constructing self-explanations and scaffolded explanations in tutoring. Applied Cognitive Psychology, 10(Special), p. p33–49.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 31.2%
|
|
|
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
|
|
Pop. 32.85%
|
|
|
Greeno, J. G. (1986). Collaborative teaching and making sense of symbols: Comment on lampert's 'knowing, doing, and teaching multiplication'. Cognition & Instruction, 3(4), p. p343.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 27.83%
|
|
|
Gutstein, E. (. (2007). 'and that's just how it starts': Teaching mathematics and developing student agency. Teachers College Record, 109(2), pp. 420–448.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 30.93%
|
|
|
Jitendra, A. K., Sczesniak, E., Griffin, C. C., & Deatline-Buchman, A. (2007). Mathematical word problem solving in third-grade classrooms. Journal of Educational Research, 100(5), pp. 283–302.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 29.93%
|
|
|
Johari, A. (2003). Effects of inductive multimedia programs in mediating word problem translation misconceptions. Journal of Instructional Psychology, 30(1), p. p47–68.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 31.75%
|
|
|
Juter, K. (2006). Limits of functions as they developed through time and as students learn them today. mathematical thinking and learning, 8(4), pp. 407–431.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 32.85%
|
|
|
Renkl, A. (2002). Worked-out examples: Instructional explanations support learning by self-explanations. Learning and Instruction, 12(5), pp. 529–556.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 30.2%
|
|
|
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
|
|
Pop. 32.66%
|
|
|
Sherin, M. G. (2002). When teaching becomes learning. Cognition & Instruction, 20(2), pp. 119–150.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 26.46%
|
|
|
Simon, M. A. (2006). Key developmental understandings in mathematics: A direction for investigating and establishing learning goals. mathematical thinking and learning, 8(4), pp. 359–371.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 30.57%
|
|
|
Spector, M. J. (2001). Philosophical implications for the design of instruction. Instructional Science, 29(4), pp. 381–402.
|
Ajoutée par: Sterenn Audo
|
|
Pop. 31.93%
|
|
|
Vosniadou, S., & Verschaffel, L. (2004). Extending the conceptual change approach to mathematics learning and teaching. Learning and Instruction, 14(5), p. p445–451.
|
Dernièrement modifiée par: Lynda Taabane
|
|
Pop. 32.57%
|
|
|
Wilke, R. A. 2009. Developmental changes in preservice teachers' mental models of learning and instruction.
|
Ajoutée par: Lynda Taabane
|
|
Pop. 27.37%
|
|
