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Anghileri, J. (2001). A study of progression in written calculation strategies for division. Support for Learning, 16(1), pp. 17–22.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 36.41%
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Babbitt, B. C., & Miller, S. P. (1996). Using hypermedia to improve the mathematics problem-solving skills of students with learning disabilities. Journal of learning disabilities, 29(4), p. p391–401.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.59%
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Bassok, M., Chase, V. M., & Martin, S. A. (1998). Adding apples and oranges: Alignment of semantic and formal knowledge. cognitive psychology, 35(2), p. p99–134.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.22%
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Bernardo, A. B. I., & Okagaki, L. (1994). Roles of symbolic knowledge and problem-information context in solving word problems. Journal of educational psychology, 86(2), p. p212–220.
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Ajoutée par: Lynda Taabane
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Pop. 34.03%
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Blankenberger, S., & Vorberg, D. (1997). The single-format assumption in arithmetic fact retrieval. Journal of experimental psychology: Learning, Memory, and Cognition, 23(3), p. p721–738.
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Ajoutée par: Lynda Taabane
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Pop. 36.13%
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.39%
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Bryant, P., Christie, C., & Rendu, A. (1999). Children's understanding of the relation between addition and subtraction: Inversion, identity, and decomposition. Journal of Experimental Child Psychology, 74(3), p. p194–212.
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Ajoutée par: Lynda Taabane
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Pop. 34.4%
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Domahs, F., Delazer, M., & Nuerk, H.-C. (2006). What makes multiplication facts difficult: Problem size or neighborhood consistency? Experimental Psychology, 53(4), p. p275–282.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.66%
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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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Gilles, P.-Y., Masse, C., & Lemaire, P. (2001). Différences individuelles dans l'utilisation de stratégies en arithmétique. L'année Psychologique, 101(1), p. p9–32.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.21%
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Hardiman, P. T., Well, A. D., & Pollatsek, A. (1984). Usefulness of a balance model in understanding the mean. Journal of educational psychology, 76(5), p. p792–801.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.03%
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Hardiman, P. T., & Mestre, J. P. (1989). Understanding multiplicative contexts involving fractions. Journal of educational psychology, 81(4), p. p547–557.
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Ajoutée par: Lynda Taabane
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Pop. 31.39%
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Johari, A. (2003). Effects of inductive multimedia programs in mediating word problem translation misconceptions. Journal of Instructional Psychology, 30(1), p. p47–68.
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Ajoutée par: Lynda Taabane
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Pop. 31.75%
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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.
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Dernièrement modifiée par: Sterenn Audo
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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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Levin, I. P. (1975). Information integration in numerical judgments and decision processes. Journal of Experimental Psychology: General, 104(1), pp. 39–53.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.11%
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Lewis, A. B., & Mayer, R. E. (1987). Students' miscomprehension of relational statements in arithmetic word problems. Journal of educational psychology, 79(4), p. p363–371.
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Ajoutée par: Lynda Taabane
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Pop. 24.91%
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Low, R., & Over, R. (1993). Gender differences in solution of algebraic word problems containing irrelevant information. Journal of educational psychology, 85(2), p. p331–339.
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Ajoutée par: Lynda Taabane
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Pop. 30.02%
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