Source: Proceedings. Conference titles: Annual Meeting of the Cognitive Science Society - CogSci 2012. Unidade: ICMC
Subjects: WEB SEMÂNTICA, ONTOLOGIA, FERRAMENTAS (SISTEMAS COMPUTACIONAIS), ENGENHARIA DE SOFTWARE, SISTEMAS DE INFORMAÇÃO
ABNT
ADAMS, Deanne et al. Erroneous examples versus problem solving: can we improve how middle school students learn decimals? 2012, Anais.. Austin, TX: Cognitive Science Society, 2012. Disponível em: http://mindmodeling.org/cogsci2012/papers/0226/paper0226.pdf. Acesso em: 29 set. 2024.APA
Adams, D., McLaren, B. M., Durkin, K., Mayer, R. E., Rittle-Johnson, B., Isotani, S., & Velsen, M. van. (2012). Erroneous examples versus problem solving: can we improve how middle school students learn decimals? In Proceedings. Austin, TX: Cognitive Science Society. Recuperado de http://mindmodeling.org/cogsci2012/papers/0226/paper0226.pdfNLM
Adams D, McLaren BM, Durkin K, Mayer RE, Rittle-Johnson B, Isotani S, Velsen M van. Erroneous examples versus problem solving: can we improve how middle school students learn decimals? [Internet]. Proceedings. 2012 ;[citado 2024 set. 29 ] Available from: http://mindmodeling.org/cogsci2012/papers/0226/paper0226.pdfVancouver
Adams D, McLaren BM, Durkin K, Mayer RE, Rittle-Johnson B, Isotani S, Velsen M van. Erroneous examples versus problem solving: can we improve how middle school students learn decimals? [Internet]. Proceedings. 2012 ;[citado 2024 set. 29 ] Available from: http://mindmodeling.org/cogsci2012/papers/0226/paper0226.pdf