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Berch, D. B. (2005). Making sense of number sense: Implications for children with mathematical disabilities. Journal of learning disabilities, 38(4), pp. 333–339.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.7%
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Casas, A. M., & Castellar, R. G. (2004). Mathematics education and learning disabilities in spain. Journal of learning disabilities, 37(1), pp. 62–73.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.79%
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Chan, L. K. S., & Moore, P. J. (2006). Development of attributional beliefs and strategic knowledge in years 5–9: A longitudinal analysis. Educational Psychology, 26(2), pp. 161–185.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 37.87%
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Chung, I. (2004). A comparative assessment of constructivist and traditionalist approaches to establishing mathematical connections in learning multiplication. Education, 125(2), pp. 271–278.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.06%
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Cornoldi, C., & Lucangeli, D. (2004). Arithmetic education and learning disabilities in italy. Journal of learning disabilities, 37(1), pp. 42–49.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.43%
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Desoete, A., Roeyers, H., & Clercq, A. D. (2004). Children with mathematics learning disabilities in belgium. Journal of learning disabilities, 37(1), pp. 50–61.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 29.7%
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Geary, D. C. (2004). Mathematics and learning disabilities. Journal of learning disabilities, 37(1), pp. 4–15.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 35.6%
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Gilmore, C. K., & Bryant, P. (2006). Individual differences in children's understanding of inversion and arithmetical skill. British Journal of Educational Psychology, 76(2), pp. 309–331.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 35.42%
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Lehrer, R., Strom, D., & Confrey, J. (2002). Grounding metaphors and inscriptional resonance: Children's emerging understanding of mathematical similarity. Cognition & Instruction, 20(3), p. p359–398.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 25.43%
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Osmon, D. C., Smerz, J. M., Braun, M. M., & Plambeck, E. (2006). Processing abilities associated with math skills in adult learning disability. Journal of Clinical & Experimental Neuropsychology, 28(1), pp. 84–95.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 29.16%
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Owen, R. L., & Fuchs, L. S. (2002). Mathematical problem-solving strategy instruction for third-grade students with learning disabilities. Remedial & Special Education, 23(5), pp. 268–278.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 23.8%
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Reusser, K. (2000). Success and failure in school mathematics: Effects of instruction and school environment. European Child & Adolescent Psychiatry, 9(2), pp. 17–26.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.7%
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Sherin, M. G. (2002). When teaching becomes learning. Cognition & Instruction, 20(2), pp. 119–150.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 27.16%
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Young-Loveridge, J., & Taylor, M. (2005). Children's views about mathematics learning after participation in a numeracy initiative. Research in Education(74), pp. 83–90.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 28.88%
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