1 |
Alamolhodaei, H. (1996). A study in Higher education calculus students' learning styles. Ph. D Thesis. Glasgow, UK: University of Glasgow.
|
2 |
Alamolhodaei, H. (2001). Convergent/Divergent styles and mathematical problem solving. Journal of Science and Mathematics Education in Southeast Asia 24(2), 102-115.
|
3 |
Alamolhodaei, H. (2002). Students' cognitive style and mathematical problem solving. J. Korea Soc. Math. Educ. Ser. D 6(2), 171-182. ME 2003a.00150
|
4 |
Alamolhodaei, H. (2009a). A Working Memory Model Applied to Mathematical Word Problem Solving. Asia Pacific Education Review 10(1), 183-192.
DOI
|
5 |
Alamolhodaei, H. (2009b). Foundation of Mathematical Education. Tehran, Iran: Jahan Farda Publisher.
|
6 |
Bloom, B. S. (1956). Taxonomy of education objectives, the classification of educational goals-Hand book 1: Cognitive domain. New York: David Mackay Company.
|
7 |
Case, R. (1974). Structures and strictures, some functional limitations on the course of cognitive growth. Cognitive Psychology 6, 544-574.
DOI
|
8 |
Cassidy, S. (2004). Learning styles: An overview of theories models and measures. Educational Psychology 24(4), 419-444.
DOI
ScienceOn
|
9 |
Ekbia, A. (2000). A study of the effectiveness of working memory and cognitive style on mathemat-ical performance of (13-year-old) school boys. M. Sc. Thesis. Tehran, Iran: Tehran Teacher Training University.
|
10 |
Ferrini-Mundy, J. & Lauten, D. (1994). Learning about calculus learning. Math. Teacher 87(2), 115-121. ME 1995c.01650
|
11 |
Johnstone, A. H. & Al-Naeme, F. F. (1991). Room for scientific thought? International Journal of Science Education 13(2), 187-192. ERIC EJ443645
DOI
ScienceOn
|
12 |
Johnstone, A. H.; Hogg, W. R. & Ziane, M. (1993). A working memory model applied to physical problem solving. International Journal of Science Education 15(6), 663-672.
DOI
ScienceOn
|
13 |
Leinhardt, G.; Zaslavsky, O. & Stein, M. K. (1990). Functions, graphs and graphing: Tasks Learning, and teaching. Review of Educational Research 60(1), 1-64. ME 1991a.37162
DOI
ScienceOn
|
14 |
Oltman, P. K.; Raskin, E. & Witkin, H. A. (1971). A manual for the embedded figures test. Palo Alto, CA: Consulting Psychologists Press, Inc.
|
15 |
Porter, A. C. (2002). Measuring the content of instruction: Uses in research and practice. Educa-tional Research 31(7), 3-14. ERIC EJ656757
|
16 |
Price, L (2004). Individual differences in learning: cognitive control, cognitive style and learning style. Educational psychology 24(5), 681-698. ERIC EJ680611
DOI
ScienceOn
|
17 |
Riding, R. J. & Al-Sanabani, S. (1998). The effect of cognitive style, age, gender and structure on the recall of prose passages. International Journal of Education Research 29, 173-183.
DOI
ScienceOn
|
18 |
Rizvi, N. F. (2007). A synthesis of taxonomies/frame works used to analyze mathematics curricula in Pakistan. In: D. Kuchenman (Ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM), Northhampton, UK; 17 November 2007, Vol. 27(3) (pp. 90-95). London: BSRLM. ME 2009f.00231
|
19 |
Rollock, D. (1992). Field-dependence/independence and learning condition—an exploratory study of styles vs. ability. Perceptual and Motor Skills 74, 807-818.
DOI
ScienceOn
|
20 |
Saracho, O. N. (1997). Teachers and Students' Cognitive Style in Early Childhood Education. Westport, CT: Greenwood Publishing Group.
|
21 |
Saracho, O. N. (1998). Editor's introduction cognitive style research and its relationship to various discip-lines. International Journal of Educational Research 29 169-172.
DOI
ScienceOn
|
22 |
Saracho, O. N. (2003). Matching teachers' and students' cognitive styles. Early Child Development and Care 173(2-3), 161-173.
DOI
ScienceOn
|
23 |
Scardamalia, M. (1977). Information Processing capacity and the problem of horizontal "deca-lage": A demonstration using combinatorial reasoning tasks. Child Development 48(1), 28-37.
|
24 |
Skemp, R. R. (1986). The psychology of learning mathematics and edition. Harmondsworth, Middlesex, UK: Penguin Books. ME 1986i.03547
|
25 |
Smith, G.; Wood, L.; Coupland, M. & Stephen, B. (1996). Constructing mathematical examina-tion to assess a range of knowledge and skills. Int. J. Math. Educ. Sci. Technol. 21(1), 65-77. ME 1996d.02311
|
26 |
Srivastava, P. (1997). Cognitive style in educational perspective. New Delhi, India: Anmol Publications Pvt. Ltd.
|
27 |
Talbi, M. T. (1990): An information processing approach to the investigation of mathematical problem solving at secondary and university levels. Ph. D. Thesis. Glasgow, UK: University of Glasgow.
|
28 |
Tinajero, C. & Paramo, M. F. (1997). Field-dependence/independence and academic achievement: a re-examination of their relationship, British Journal of Educational Psychology 67, 199-212.
DOI
ScienceOn
|
29 |
Vinner, S. (1991). The role of definitions in the teaching of mathematics. In: D. Tall (Ed.), Ad-vanced Mathematical Thinking (pp. 65-81). Dordrecht, Netherlands: Klumer Academic Publ. ME 1993b.02231
|
30 |
Witkin, H. A. (1977). Cognitive style in Personal and Cultural Adaptation. Worcester, MA: Clark University Press.
|
31 |
Witkin, H. A. & Goodenough, D. R. (1981). Cognitive style: Essence and origins. New York: International Universities Press.
|
32 |
Witkin, H. A.; Moore, C. A.; Goodenough, D. R. & Cox, P. W. (1977). Field-dependent and field-independent cognitive styles and their educational implications. Review of Educational Research 47(1), 1-64. ERIC EJ161385
DOI
ScienceOn
|