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Keyword:  cognitive development
Anghileri, J. (2001). A study of progression in written calculation strategies for division. Support for Learning, 16(1), pp. 17–22. Dernièrement modifiée par: Sterenn Audo  v    Pop. 36.26%
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%
Cirino, P. T., Fletcher, J. M., Ewing-Cobbs, L., Barnes, M. A., & Fuchs, L. S. (2007). Cognitive arithmetic differences in learning difficulty groups and the role of behavioral inattention. Learning Disabilities Research & Practice (Blackwell Publishing Limited), 22(1), pp. 25–35. Dernièrement modifiée par: Sterenn Audo  V    Pop. 32.42%
Fuchs, L. S., Fuchs, D., Compton, D. L., Powell, S. R., Seethaler, P. M., & Capizzi, A. M., et al. (2006). The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems. Journal of educational psychology, 98(1), pp. 29–43. Dernièrement modifiée par: Sterenn Audo  V    Pop. 35.62%
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%
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. Dernièrement modifiée par: Sterenn Audo  V    Pop. 32.79%
Nesher, P. (1986). Learning mathematics: A cognitive perspective. American Psychologist, 41(10), p. p1114–1122. Dernièrement modifiée par: Lynda Taabane  V    Pop. 26.3%
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. Dernièrement modifiée par: Lynda Taabane  V    Pop. 32.05%
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. Dernièrement modifiée par: Sterenn Audo  V    Pop. 30.5%
Sophian, C., & Vong, K. I. (1995). The parts and wholes of arithmetic story problems: Developing knowledge in preschool years. Cognition and Instruction, 13(3), p. p469–477. Dernièrement modifiée par: Lynda Taabane  V    Pop. 33.33%
Sophian, C. (2002). Learning about what fits: Preschool children's reasoning about effects of object size. Journal for Research in Mathematics Education, 33(4), p. p290–302. Dernièrement modifiée par: Lynda Taabane  v    Pop. 32.05%
Sweller, J., Mawer, R. F., & Ward, M. R. (1983). Development of expertise in mathematical problem solving. Journal of Experimental Psychology: General, 112(4), p. p639–661. Dernièrement modifiée par: Lynda Taabane  V    Pop. 29.68%
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