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Keyword:  Mathematics (Concepts)
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. Ajoutée par: Lynda Taabane  V    Pop. 25.61%
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. Ajoutée par: Lynda Taabane  V    Pop. 30.88%
Mayer, R. E., & Greeno, J. G. (1972). Structural differences between outcomes produced by different instructional methods. Journal of educational psychology, 63(2), p. p165–173. Ajoutée par: Lynda Taabane  V    Pop. 31.43%
Montague, M. (2003). Teaching division to students with learning disabilities: A constructivist approach. Exceptionality, 11(3), p. p165–175. Dernièrement modifiée par: Sterenn Audo  V    Pop. 33.7%
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%
Peled, I., & Segalis, B. (2005). It's not too late to conceptualize: Constructing a generalized subtraction schema by abstracting and connecting procedures. mathematical thinking and learning, 7(3), p. p207–230. Dernièrement modifiée par: Lynda Taabane  V    Pop. 33.33%
Rehder, B. (1999). Detecting unsolvable algebra word problems. Journal of educational psychology, 91(4), p. p669–683. Ajoutée par: Lynda Taabane  V    Pop. 24.8%
Rittle-Johnson, B., Siegler, R. S., & Alibali, M. W. (2001). Developing conceptual understanding and procedural skill in mathematics: An iterative process. Journal of educational psychology, 93(2), p. p346–362. Dernièrement modifiée par: Lynda Taabane  V    Pop. 33.33%
Rittle-Johnson, B., & Star, J. R. (2007). Does comparing solution methods facilitate conceptual and procedural knowledge? an experimental study on learning to solve equations. Journal of educational psychology, 99(3), pp. 561–574. Dernièrement modifiée par: Sterenn Audo  V    Pop. 29.97%
Robinson, K. M. (2001). The validity of verbal reports in children's subtraction. Journal of educational psychology, 93(1), p. p211–222. Dernièrement modifiée par: Lynda Taabane  V    Pop. 31.43%
Robinson, K. M., Arbuthnott, K. D., & Gibbons, K. A. (2002). Adults' representations of division facts: A consequence of learning history? Canadian Journal of Experimental Psychology, 56(4), p. p302–309. Dernièrement modifiée par: Sterenn Audo  V    Pop. 33.7%
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. Dernièrement modifiée par: Lynda Taabane  v    Pop. 33.79%
Schliemann, A. D., & Carraher, D. W. (2002). The evolution of mathematical reasoning: Everyday versus idealized understandings. Developmental Review, 22(2), pp. 242–266. Dernièrement modifiée par: Sterenn Audo  V    Pop. 24.89%
Sherman, J., & Bisanz, J. (2009). Equivalence in symbolic and nonsymbolic contexts: Benefits of solving problems with manipulatives. Journal of educational psychology, 101(1), pp. 88–100. Ajoutée par: Lynda Taabane  v    Pop. 25.52%
Sophian, C., & Vong, K. I. (1995). The parts and wholes of arithmetic story problems: Developing knowledge in preschool years. Cognition and Instruction, 13(3), p. p469–477. Dernièrement modifiée par: Lynda Taabane  V    Pop. 34.79%
Sovik, N., Frostrad, P., & Heggberget, M. (1999). The relation between reading comprehension and task-specific strategies used in arithmetical word problems. Scandinavian Journal of Educational Research, 43(4), p. p371–398. Ajoutée par: Lynda Taabane  V    Pop. 31.15%
Stafylidou, S., & Vosniadou, S. (2004). The development of students' understanding of the numerical value of fractions. Learning and Instruction, 14(5), p. p503–518. Dernièrement modifiée par: Lynda Taabane  V    Pop. 33.97%
Tirosh, D., & Stavy, R. (1999). Intuitive rules and comparisons tasks. mathematical thinking and learning, 1(3), p. p179–194. Dernièrement modifiée par: Lynda Taabane  V    Pop. 35.15%
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. Dernièrement modifiée par: Lynda Taabane  V    Pop. 34.42%
Verschaffel, L., & de Corte, E. (1993). A decade of research on word problem solving in leuven: Theoretical, methodological, and practical outcomes. Educational Psychology Review, 5(3), p. p239–256. Ajoutée par: Lynda Taabane  V    Pop. 28.34%

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