|
|
Affichage de 1 - 7 of 7 (Bibliographie: Bibliographie WIKINDX globale)
Parameters:
|
|
Keyword: Israel
|
|
|
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
|
|
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
|
|
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
|
|
Pop. 31.31%
|
|
|
Shen, Y. (1998). Zeugma: Prototypes, categories and metaphors. Metaphor and Symbol, 13(1), p. p31–47.
|
Ajoutée par: Lynda Taabane
|
|
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
|
|
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
|
|
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
|
|
Pop. 24.5%
|
|
|
