Do teachers' conflicting testimonies influence children's decisions about unconventional rules of counting?

Autor: Enesco, Ileana, Rodríguez, Purificación, Lago, Mª Oliva, Dopico, Cristina, Escudero, Ana

Publikováno v: European Journal of Psychology of Education, 2017 Jul 01. 32(3), 483-500.

Externí odkaz: https://www.jstor.org/stable/44951879

How do secondary students approach different types of division with remainder situations? Some evidence from Spain.

Autor: Rodríguez, Purificación¹ p.marcos@psi.ucm.es, Lago, M. Oliva¹ oliva@psi.ucm.es, Hernández, M. Lourdes² mhernandezri@uoc.edu, Jiménez, Laura¹ laura.jimenez@psi.ucm.es, Guerrero, Silvia³ silvia.guerrero@uclm.es, Caballero, Sonia⁴ cp.frayjunipero.madrid@educa.madrid.org

Publikováno v: European Journal of Psychology of Education - EJPE (Instituto Superior de Psicologia Aplicada). Dec2009, Vol. 24 Issue 4, p529-543. 15p.

Detection of counting pseudoerrors: What helps children accept them?

Autor: Lago MO; Faculty of Psychology, Complutense University of Madrid, Spain., Rodríguez P; Faculty of Psychology, Complutense University of Madrid, Spain., Escudero A; Faculty of Psychology, Complutense University of Madrid, Spain., Dopico C; Faculty of Psychology, Complutense University of Madrid, Spain.

Publikováno v: The British journal of developmental psychology [Br J Dev Psychol] 2016 Jun; Vol. 34 (2), pp. 169-80. Date of Electronic Publication: 2015 Nov 16.