Affichage de 1 - 9 of 9 (Bibliographie: Bibliographie WIKINDX globale)
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Keyword: School Learning
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Chi, M. T. H., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001). Learning from human tutoring. Cognitive Science: A Multidisciplinary Journal, 25(4), pp. 471–533.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 29.47%
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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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Hardy, I., Jonen, A., Möller, K., & Stern, E. (2006). Effects of instructional support within constructivist learning environments for elementary school students' understanding of 'floating and sinking.'. Journal of educational psychology, 98(2), p. p307–326.
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Ajoutée par: Lynda Taabane
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Pop. 31.66%
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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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Mayer, R. E., & Greeno, J. G. (1972). Structural differences between outcomes produced by different instructional methods. Journal of educational psychology, 63(2), p. p165–173.
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Ajoutée par: Lynda Taabane
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Pop. 29.93%
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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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Simon, M. A. (2006). Key developmental understandings in mathematics: A direction for investigating and establishing learning goals. mathematical thinking and learning, 8(4), pp. 359–371.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.57%
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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. 31.84%
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Vosniadou, S., & Verschaffel, L. (2004). Extending the conceptual change approach to mathematics learning and teaching. Learning and Instruction, 14(5), p. p445–451.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.57%
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