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Dembo, Y., Levin, I., & Siegler, R. S. (1997). A comparison of the geometric reasoning of students attending israeli ultraorthodox and mainstream schools. Developmental Psychology, 33(1), p. p92–103. Ajoutée par: Lynda Taabane  V    Pop. 34.75%
Fischbein, E., & Nachlieli, T. (1998). Concepts and figures in geometric reasoning. International journal of science education, 20(10), p. p1193. Dernièrement modifiée par: Sterenn Audo  V    Pop. 25.77%
Kramarski, B., & Gutman, M. (2006). How can self-regulated learning be supported in mathematical e-learning environments? Journal of Computer Assisted Learning, 22(1), pp. 24–33. Dernièrement modifiée par: Sterenn Audo  V    Pop. 31.31%
Shen, Y. (1998). Zeugma: Prototypes, categories and metaphors. Metaphor and Symbol, 13(1), p. p31–47. Ajoutée par: Lynda Taabane  V    Pop. 25.5%
Stavy, R., & Tirosh, D. (1993). Subdivision processes in mathematics and science. Journal of Research in Science Teaching, 30(6), p. p579–586. Dernièrement modifiée par: Lynda Taabane  v    Pop. 34.94%
Tirosh, D., Stavy, R., & Cohen, S. (1998). Cognitive conflict and intuitive rules. International journal of science education, 20(10), p. p1257. Dernièrement modifiée par: Lynda Taabane  V    Pop. 24.95%
Trumper, R. (1999). A longitudinal study of physics students' conceptions of force in pre-service training for high school teachers. European Journal of Teacher Education, 22(2&3), p. p247. Ajoutée par: Lynda Taabane  V    Pop. 24.5%
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