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Mayer, R. E., Stiehl, C. C., & Greeno, J. G. (1975). Acquisition of understanding and skill in relation to subjects' preparation and meaningfulness of instruction. Journal of educational psychology, 67(3), p. p331–350.
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Ajoutée par: Lynda Taabane
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Pop. 31.7%
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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. 33.61%
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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. 33.7%
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Parmar, R. S. (2003). Understanding the concept of 'division' assessment considerations. Exceptionality, 11(3), p. p177–189.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.06%
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.33%
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Rhymer, K. N., & Cates, G. L. (2006). Student performance on and preferences for mathematics word problems: An investigation of the effects of explicit timing and interspersing procedures. School Psychology Quarterly, 21(1), p. p34–45.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.43%
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Sherman, J., & Bisanz, J. (2009). Equivalence in symbolic and nonsymbolic contexts: Benefits of solving problems with manipulatives. Journal of educational psychology, 101(1), pp. 88–100.
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Ajoutée par: Lynda Taabane
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Pop. 25.52%
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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.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.33%
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Spector, M. J. (2001). Philosophical implications for the design of instruction. Instructional Science, 29(4), pp. 381–402.
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Ajoutée par: Sterenn Audo
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Pop. 33.06%
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Stark, R., Gruber, H., Renkl, A., & Mandl, H. (1998). Instructional effects in complex learning: Do objective and subjective learning outcomes converge? Learning and Instruction, 8(2), pp. 117–129.
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Ajoutée par: Sterenn Audo
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Pop. 32.79%
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Tekkaya, C. (2003). Remediating high school students' misconceptions concerning diffusion and osmosis through concept mapping and conceptual change text. Research in Science & Technological Education, 21(1), p. p5–16.
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Ajoutée par: Lynda Taabane
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Pop. 30.43%
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Thiele, R. B., & Treagust, D. F. (1994). An interpretive examination of high school chemistry teachers' analogical explanations. Journal of Research in Science Teaching, 31(3), p. p227–242.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.6%
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Tilton, J. W. (1947). Individualized and meaningful instruction in arithmetic. Journal of educational psychology, 38(2), p. p83–88.
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Ajoutée par: Lynda Taabane
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Pop. 27.97%
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Vosniadou, S. (2007). The cognitive-situative divide and the problem of conceptual change. Educational Psychologist, 42(1), p. p55–66.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.88%
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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.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.24%
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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. 28.43%
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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.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.97%
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