Acceso usuarios
A meta-analysis of mathematics and working memory: Moderating effects of working memory domain, type of mathematics skill, and sample characteristics
Peng Peng, Jessica M. Namkung, Marcia Barnes, Congying Sun
págs. 455-473
Learning by preparing to teach: Fostering self-regulatory processes and achievement during complex mathematics problem solving
Krista R. Muis, Cynthia Psaradellis, Marianne Chevrier, Ivana Di Leo, Susanne P. Lajoie
págs. 474-492
Supported self-explaining during fraction intervention
Lynn S. Fuchs, Amelia S. Malone, Robin F. Schumacher, Jessica M. Namkung, Carol L. Hamlett, Nancy C. Jordan, Robert S. Siegler, Russell Gersten, Paul Changas
págs. 493-508
Model manipulation and learning: Fostering representational competence with virtual and concrete models
Andrew T. Stull, Mary Hegarty
págs. 509-527
Effects of observing the instructor draw diagrams on learning from multimedia messages
Logan Fiorella, Richard E. Mayer
págs. 528-546
Effects of terminological concreteness on middle-school students’ learning of experimental design
Stephanie Siler, David Klahr
págs. 547-562
Testing with feedback yields potent, but piecewise, learning of history and biology facts
Steven C. Pan, Arpita Gopal, Timothy C. Rickard
págs. 563-575
Arthur J. Baroody, David J. Purpura, Michael D. Eiland, Erin E. Reid, Veena Paliwal
págs. 576-591
Developmental differences in relational reasoning among primary and secondary school students
Sophie Jablansky, Patricia A. Alexander, Denis Dumas
págs. 592-608
