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1
Can erroneous examples help middle-school students learn decimals?
Can erroneous examples help middle-school students learn decimals?
Material Type:
Artigo de Congresso 		Adicionar ao Meu Espaço

Can erroneous examples help middle-school students learn decimals?

Seiji Isotani Deanne Adams; Richard E Mayer; Kelley Durkin; Bethany Rittle-Johnson; Bruce M McLaren; European Conference of Technology Enhanced Learning - EC-TEL 2011 (6. 2011 Palermo, Italy)

Lecture Notes in Computer Sciences Berlin : Springer-Verlag v. 6964, p. 181-195, 2011

Heidelberg, Berlin Springer-Verlag 2011

Localização: ICMC - Inst. Ciên. Mat. Computação    (PROD-2215749 ) e outros locais(Acessar)

2
Using erroneous examples to improve mathematics learning with a web-based tutoring system
Using erroneous examples to improve mathematics learning with a web-based tutoring system
Material Type:
Artigo 		Adicionar ao Meu Espaço

Using erroneous examples to improve mathematics learning with a web-based tutoring system

Deanne M Adams Bruce M McLaren; Kelley Durkin; Richard E Mayer; Bethany Rittle-Johnson; Seiji Isotani; Martin van Velsen

Computers in human behavior Amsterdam : Elsevier v. 36, p. 401-411, julho 2014

Amsterdam 2014

Localização: ICMC - Inst. Ciên. Mat. Computação    (PROD 2472813 )(Acessar)

3
To err is human, to explain and correct is divine a study of interactive erroneous examples with middle school math students
To err is human, to explain and correct is divine a study of interactive erroneous examples with middle school math students
Material Type:
Artigo de Congresso 		Adicionar ao Meu Espaço

To err is human, to explain and correct is divine a study of interactive erroneous examples with middle school math students

Bruce M McLaren Deanne Adams; Kelley Durkin; George Goguadze; Richard E Mayer; Bethany Rittle-Johnson; Sergey Sosnovsky; Seiji Isotani; Martin van Velsen; European Conference of Technology Enhanced Learning - EC-TEL (7. 2012 Saarbrücken, Germany)

Lecture Notes in Computer Sciences Heidelberg : Springer v. 7563, p. 222-235, 2012

Heidelberg Springer 2012

Localização: ICMC - Inst. Ciên. Mat. Computação    (PROD 2324106 )(Acessar)

4
Erroneous examples versus problem solving can we improve how middle school students learn decimals?
Erroneous examples versus problem solving can we improve how middle school students learn decimals?
Material Type:
Artigo de Congresso 		Adicionar ao Meu Espaço

Erroneous examples versus problem solving can we improve how middle school students learn decimals?

Deanne Adams Bruce M McLaren; Kelley Durkin; Richard E Mayer; Bethany Rittle-Johnson; Seiji Isotani; Martin van Velsen; Annual Meeting of the Cognitive Science Society - CogSci 2012 (34. 2012 Sapporo, Japan)

Proceedings Austin, TX : Cognitive Science Society, 2012

Austin, TX Cognitive Science Society 2012

Acesso online. A biblioteca também possui exemplares impressos.

5
Promoting Transfer: Effects of Self-Explanation and Direct Instruction
Promoting Transfer: Effects of Self-Explanation and Direct Instruction
Material Type:
Artigo 		Adicionar ao Meu Espaço

Promoting Transfer: Effects of Self-Explanation and Direct Instruction

Rittle-Johnson, Bethany

Child development, 2006-01, Vol.77 (1), p.1-15 [Periódico revisado por pares]

Malden, USA: Blackwell Publishing Inc

Texto completo disponível

Citações Citado por
6
Developing Conceptual Understanding and Procedural Skill in Mathematics: An Iterative Process
Developing Conceptual Understanding and Procedural Skill in Mathematics: An Iterative Process
Material Type:
Artigo 		Adicionar ao Meu Espaço

Developing Conceptual Understanding and Procedural Skill in Mathematics: An Iterative Process

Rittle-Johnson, Bethany ; Siegler, Robert S ; Wagner Alibali, Martha

Journal of educational psychology, 2001-06, Vol.93 (2), p.346-362 [Periódico revisado por pares]

Washington, DC: American Psychological Association

Texto completo disponível

Citações Citado por
7
Learning from explaining: Does it matter if mom is listening?
Learning from explaining: Does it matter if mom is listening?
Material Type:
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Learning from explaining: Does it matter if mom is listening?

Rittle-Johnson, Bethany ; Saylor, Megan ; Swygert, Kathryn E.

Journal of experimental child psychology, 2008-07, Vol.100 (3), p.215-224 [Periódico revisado por pares]

San Diego, CA: Elsevier Inc

Texto completo disponível

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8
Conceptual and Procedural Knowledge of Mathematics: Does One Lead to the Other?
Conceptual and Procedural Knowledge of Mathematics: Does One Lead to the Other?
Material Type:
Artigo 		Adicionar ao Meu Espaço

Conceptual and Procedural Knowledge of Mathematics: Does One Lead to the Other?

Rittle-Johnson, Bethany ; Alibali, Martha Wagner

Journal of educational psychology, 1999-03, Vol.91 (1), p.175-189 [Periódico revisado por pares]

Washington, DC: American Psychological Association

Texto completo disponível

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9
Designing Knowledge Scaffolds to Support Mathematical Problem Solving
Designing Knowledge Scaffolds to Support Mathematical Problem Solving
Material Type:
Artigo 		Adicionar ao Meu Espaço

Designing Knowledge Scaffolds to Support Mathematical Problem Solving

Rittle-Johnson, Bethany ; Koedinger, Kenneth R.

Cognition and instruction, 2005-01, Vol.23 (3), p.313-349 [Periódico revisado por pares]

Philadelphia: Lawrence Erlbaum Associates, Inc

Texto completo disponível

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10
Learning to Spell: Variability, Choice, and Change in Children's Strategy Use
Learning to Spell: Variability, Choice, and Change in Children's Strategy Use
Material Type:
Artigo 		Adicionar ao Meu Espaço

Learning to Spell: Variability, Choice, and Change in Children's Strategy Use

Rittle-Johnson, Bethany ; Siegler, Robert S.

Child development, 1999-03, Vol.70 (2), p.332-348 [Periódico revisado por pares]

Boston, USA and Oxford, UK: Blackwell Publishers Inc

Texto completo disponível

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