Affichage de 1 - 7 of 7 (Bibliographie: Bibliographie WIKINDX globale)
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Keyword: Mathematics (Concepts)
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.85%
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Kail, R., & Hall, L. K. (1999). Sources of developmental change in children's word-problem performance. Journal of educational psychology, 91(4), p. p660–668.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.48%
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Klein, J. S., & Bisanz, J. (2000). Preschoolers doing arithmetic: The concepts are willing but the working memory is weak. Canadian Journal of Experimental Psychology, 54(2), p. p105–116.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.66%
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Lansdell, J. M. (1999). Introducing young children to mathematical concepts: Problems with 'new' terminology. Educational Studies, 25(3), p. p327–333.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.57%
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Schliemann, A. D., Araujo, C., Cassundé, M. A., Macedo, S., & Nicéas, L. (1998). Use of multiplicative commutativity by school children and street sellers. Journal for Research in Mathematics Education, 29(4), p. p422–435.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.85%
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Stafylidou, S., & Vosniadou, S. (2004). The development of students' understanding of the numerical value of fractions. Learning and Instruction, 14(5), p. p503–518.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.21%
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Tirosh, D., & Tsamir, P. (2004). What can mathematics education gain from the conceptual change approach? and what can the conceptual change approach gain from its application to mathematics education? Learning and Instruction, 14(5), p. p535–540.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.12%
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