Affichage de 1 - 20 of 27 (Bibliographie: Bibliographie WIKINDX globale)
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Keyword: Mathematics Education
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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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Broaders, S. C., Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. (2007). Making children gesture brings out implicit knowledge and leads to learning. Journal of Experimental Psychology: General, 136(4), p. p539–550.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.76%
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Campbell, A. E., Adams, V. M., & Davis, G. E. (2007). Cognitive demands and second-language learners: A framework for analyzing mathematics instructional contexts. mathematical thinking and learning, 9(1), pp. 3–30.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.3%
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Cooper, G., & Sweller, J. (1987). Effects of schema acquisition and rule automation on mathematical problem-solving transfer. Journal of educational psychology, 79(4), pp. 347–362.
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Ajoutée par: Sterenn Audo
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Pop. 33.21%
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de Corte, E., & Verschaffel, L. (1985). Beginning first graders' initial representation of arithmetic word problems. The Journal of Mathematical Behavior, 5, pp. 3–21.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.49%
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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. 35.86%
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Ding, M., Piccolo, D., Kulm, G., & Li, X. (2007). Teacher interventions in cooperative-learning mathematics classes. Journal of Educational Research, 100(3), pp. 162–175.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.48%
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Fuchs, L. S., Fuchs, D., Prentice, K., Burch, M., Hamlett, C. L., & Owen, R., et al. (2003). Explicitly teaching for transfer: Effects on third-grade students' mathematical problem solving. Journal of educational psychology, 95(2), p. p293–304.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.12%
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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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Fuchs, L. S., Compton, D. L., Fuchs, D., Paulsen, K., Bryant, J. D., & Hamlett, C. L. (2005). The prevention, identification, and cognitive determinants of math difficulty. Journal of educational psychology, 97(3), p. p493–513.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.12%
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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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Gutstein, E. (. (2007). 'and that's just how it starts': Teaching mathematics and developing student agency. Teachers College Record, 109(2), pp. 420–448.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.93%
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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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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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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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McNeil, N. M., & Alibali, M. W. (2000). Learning mathematics from procedural instruction: Externally imposed goals influence what is learned. Journal of educational psychology, 92(4), p. p734–744.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.76%
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Montague, M. (2003). Teaching division to students with learning disabilities: A constructivist approach. Exceptionality, 11(3), p. p165–175.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.03%
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Nesher, P. (1986). Learning mathematics: A cognitive perspective. American Psychologist, 41(10), p. p1114–1122.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 26.37%
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Ortega-Tudela, J. M., & Gómez-Ariza, C. J. (2006). Computer-assisted teaching and mathematical learning in down syndrome children. Journal of Computer Assisted Learning, 22(4), pp. 298–307.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.02%
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.21%
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