Affichage de 1 - 11 of 11 (Bibliographie: Bibliographie WIKINDX globale)
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Keyword: Learning Strategies
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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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Chen, Z. (1999). Schema induction in children's analogical problem solving. Journal of educational psychology, 91(4), p. p703–715.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 37.14%
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van Dijk, I. M. A. W., van Oers, B., Terwel, J., & van den Eeden, P. (2003). Strategic learning in primary mathematics education: Effects of an experimental program in modelling. Educational Research and Evaluation, 9(2), pp. 161–187.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 35.95%
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Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning and Instruction, 13(5), pp. 533–568.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.21%
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Eme, E., & Rouet, J.-F. (2001). Les connaissances métacognitives en lecture-compréhension chez l'enfant et l'adulte. Enfance, 53(4), p. p309–328.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.03%
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Fuchs, L. S., Fuchs, D., Prentice, K., Burch, M., Hamlett, C. L., Owen, R., & Schroeter, K. (2003). Enhancing third-grade student' mathematical problem solving with self-regulated learning strategies. Journal of educational psychology, 95(2), p. p306–315.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.49%
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Gifford, S. (2004). A new mathematics pedagogy for the early years: In search of principles for practice. International Journal of Early Years Education, 12(2), pp. 99–115.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.2%
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Neuman, Y., & Schwarz, B. (2000). Substituting one mystery for another: The role of self-explanations in solving algebra word-problems. Learning and Instruction, 10(3), pp. 203–220.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.48%
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Renkl, A. (2002). Worked-out examples: Instructional explanations support learning by self-explanations. Learning and Instruction, 12(5), pp. 529–556.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.2%
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Van Gog, T., Paas, F., & Van Merriënboer, J. J. G. (2004). Process-oriented worked examples: Improving transfer performance through enhanced understanding. Instructional Science, 32(1), pp. 83–98.
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Ajoutée par: Sterenn Audo
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Pop. 33.21%
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Woodward, J. (2006). Developing automaticity in multiplication facts: Integrating strategy instruction with timed practice drills. Learning Disability Quarterly, 29(4), pp. 269–289.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 27.37%
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