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Functions of two auxiliary educational systems aiming to support students with difficulties during mathematical problem solving. (Quelles fonctions de deux systèmes didactiques auxiliaires destinés à des élèves en difficulté lors de la résolution d’une situation-problème mathématique.) (French. English summary)
Ann. Didact. Sci. Cogn. 21, 9-37 (2016).
Classification: C90 D70 D50
1
Discrepancies between potential activities and that expected by the teacher who submits a problem to his students: what are the possible effects on learning? (Les décalages entre l’activité potentielle et celle attendue par l’enseignante qui soumet un problème à ses élèves: quels effets possibles sur l’apprentissage?) (French. English summary)
Can. J. Sci. Math. Technol. Educ. 13, No. 3, 259-273 (2013).
Classification: D33 C73
2
Error management in problem solving: when should we intervene? (La gestion de l’erreur en résolution de problèmes: à quel moment faut-il intervenir?) (French)
Bull. AMQ 51, No. 2, 53-58 (2011).
Classification: D50 D70 D40
3
Which interventions by the teacher if the solution of a problem don’t get ahead? (Quelles interventions de l’enseignant lorsque la résolution d’un problème n’avance plus?) (French)
Bull. AMQ 51, No. 1, 41-46 (2011).
Classification: D50 D40
4
On the learning of the equal sign: An important cognitive obstacle. (L’apprentissage du signe =: Un obstacle cognitif important.) (French)
Learn. Math. 25, No. 3, 7-12 (2005).
Classification: C32 E42 F32
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