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Keyword:  Teaching Methods
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. Dernièrement modifiée par: Lynda Taabane  V    Pop. 32.51%
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. Ajoutée par: Sterenn Audo  V    Pop. 33.06%
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. Dernièrement modifiée par: Sterenn Audo  V    Pop. 35.8%
Dijkstra, S. (2001). The design space for solving instructional-design problems. Instructional Science, 29(4), p. p275–290. Dernièrement modifiée par: Sterenn Audo  V    Pop. 33.88%
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. Dernièrement modifiée par: Sterenn Audo  V    Pop. 32.42%
Donnelly, C. M., & McDaniel, M. A. (1993). Use of analogy in learning scientific concepts. Journal of experimental psychology: Learning, Memory, and Cognition, 19(4), p. p975–987. Dernièrement modifiée par: Lynda Taabane  V    Pop. 31.6%
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. Dernièrement modifiée par: Lynda Taabane  V    Pop. 33.06%
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. Dernièrement modifiée par: Lynda Taabane  V    Pop. 33.24%
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. Dernièrement modifiée par: Sterenn Audo  V    Pop. 30.96%
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. Dernièrement modifiée par: Lynda Taabane  V    Pop. 32.88%
Jitendra, A. K., Griffin, C. C., Haria, P., Leh, J., Adams, A., & Kaduvettoor, A. (2007). A comparison of single and multiple strategy instruction on third-grade students' mathematical problem solving. Journal of educational psychology, 99(1), p. p115–127. Dernièrement modifiée par: Lynda Taabane  V    Pop. 32.69%
Lansdell, J. M. (1999). Introducing young children to mathematical concepts: Problems with 'new' terminology. Educational Studies, 25(3), p. p327–333. Dernièrement modifiée par: Lynda Taabane  V    Pop. 32.42%
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. Dernièrement modifiée par: Lynda Taabane  V    Pop. 32.69%
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. 32.88%
Parmar, R. S. (2003). Understanding the concept of 'division' assessment considerations. Exceptionality, 11(3), p. p177–189. Dernièrement modifiée par: Sterenn Audo  V    Pop. 31.14%
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. 32.15%
Simon, M. A., & Tzur, R. (2004). Explicating the role of mathematical tasks in conceptual learning: An elaboration of the hypothetical learning trajectory. mathematical thinking and learning, 6(2), pp. 91–104. Dernièrement modifiée par: Sterenn Audo  V    Pop. 32.15%
Witzel, B. S., Mercer, C. D., & Miller, D. M. (2003). Teaching algebra to students with learning difficulties: An investigation of an explicit instruction model. Learning Disabilities Research & Practice, 18(2), pp. 121–131. Dernièrement modifiée par: Sterenn Audo  V    Pop. 30.23%
Woodward, J. (2006). Developing automaticity in multiplication facts: Integrating strategy instruction with timed practice drills. Learning Disability Quarterly, 29(4), pp. 269–289. Dernièrement modifiée par: Sterenn Audo  V    Pop. 27.21%
Xin, Y. P., Jitendra, A. K., & Deatline-Buchman, A. (2005). Effects of mathematical word problem-solving instruction on middle school students with learning problems. The Journal of Special Education, 39(3), pp. 181–192. Dernièrement modifiée par: Sterenn Audo  V    Pop. 31.14%
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