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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. 32.03%
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Greeno, J. G. (1989). A perspective on thinking. American Psychologist, 44(2), p. p134–141.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.48%
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Hamann, M. S., & Ashcraft, M. H. (1985). Simple and complex mental addition across development. Journal of Experimental Child Psychology, 40(1), p. p49–72.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.94%
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Johnson, J. (1991). Developmental versus language-based factors in metaphor interpretation. Journal of educational psychology, 83(4), p. p470–483.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.58%
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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. 34.21%
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Kanellaki-Agathos, S., & Richard, J.-F. (1997). Planification et représentation de l'action chez l'enfant. Archives de Psychologie, 65(252), p. p49–79.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.12%
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Kogan, N., Chadrow, M., & Harbour, H. (1989). Developmental trends in metaphoric asymmetry. Metaphor & Symbolic Activity, 4(2), p. p71–91.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.85%
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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. 27.13%
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Panaoura, A., Gagatsis, A., Deliyianni, E., & Elia, I. (2009). The structure of students' beliefs about the use of representations and their performance on the learning of fractions. Educational Psychology, 29(6), pp. 713–728.
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Ajoutée par: Lynda Taabane
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Pop. 27.68%
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Ramscar, M., & Gitcho, N. (2007). Developmental change and the nature of learning in childhood. Trends in Cognitive Sciences, 11(7), p. p274–279.
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Ajoutée par: Lynda Taabane
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Pop. 31.58%
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Rattermann, M. J., & Gentner, D. (1998). More evidence for a relational shift in the development of analogy: Children's performance on a causal-mapping task. Cognitive Development, 13(4), p. p453–478.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.58%
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Reynolds, R. E., & Ortony, A. (1980). Some issues in the measurement of children's comprehension of metaphorical language. Child Development, 51(4), p. p1110–1119.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.85%
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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. 33.67%
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Robinson, K. M. (2001). The validity of verbal reports in children's subtraction. Journal of educational psychology, 93(1), p. p211–222.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.4%
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Ross, N. O., Medin, D. L., Coley, J. D., & Atran, S. (2003). Cultural and experimental differences in the development of folkbiological induction. Cognitive Development, 18(1), p. p25–47.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 35.3%
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Sandhofer, C. M., & Smith, L. B. (1999). Learning color words involves learning a system of mappings. Developmental Psychology, 35(3), p. p668–679.
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Ajoutée par: Lynda Taabane
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Pop. 34.12%
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Sheya, A., & Smith, L. B. (2006). Perceptual features and the development of conceptual knowledge. Journal of Cognition and Development, 7(4), pp. 455–476.
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Ajoutée par: Sterenn Audo
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Pop. 29.31%
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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. 31.4%
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.75%
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.3%
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