Danièle Coquin‐viennot
Biographic Data
| ID | 2746570 |
|---|---|
| NAME | Danièle Coquin‐viennot |
| GIVEN NAMES | Danièle |
| FAMILY NAME | Coquin‐viennot |
| SIGNATURE | VIENNOT D C |
| AFFILIATIONS | Université de Poitiers |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2007 |
| H-INDEX | 1 |
Arithmetic problems at school
Background. Understanding and solving problems involves different levels of representation. On the one hand, there are logico‐mathematical representations, or problem models (PMs), which contain information such as ‘the size of the flock changed from 31 sheep to 42’ while, on the other hand, there are more qualitative representations, or qualitative situation models (QSMs), comprising events expressed in everyday terms, such as ‘a lot of lambs ha…
Comprehension of arithmetic word problems by fifth-grade pupils
Background: Understanding word problems leads to the construction of different levels of representation. Some levels specify the elements which are indispensable for solving the problem (problem model, PM) and others specify the agents, actions and events in everyday concepts (situation model, SM).Aims: By studying how the information is selected, we try to specify the nature of the representations constructed during the reading of a word problem…
Comprehension of arithmetic word problems by fifth-grade pupils
Background: Understanding word problems leads to the construction of different levels of representation. Some levels specify the elements which are indispensable for solving the problem (problem model, PM) and others specify the agents, actions and events in everyday concepts (situation model, SM).Aims: By studying how the information is selected, we try to specify the nature of the representations constructed during the reading of a word problem…
Comprehension of arithmetic word problems by fifth-grade pupils
Background: Understanding word problems leads to the construction of different levels of representation. Some levels specify the elements which are indispensable for solving the problem (problem model, PM) and others specify the agents, actions and events in everyday concepts (situation model, SM).Aims: By studying how the information is selected, we try to specify the nature of the representations constructed during the reading of a word problem…
Arithmetic problems at school
Background. Understanding and solving problems involves different levels of representation. On the one hand, there are logico‐mathematical representations, or problem models (PMs), which contain information such as ‘the size of the flock changed from 31 sheep to 42’ while, on the other hand, there are more qualitative representations, or qualitative situation models (QSMs), comprising events expressed in everyday terms, such as ‘a lot of lambs ha…
Child and Animal Learning Development (2 works) · Cognitive and developmental aspects of mathematical skills (2 works) · Computer Science (2 works) · Linguistics (2 works) · Mathematics Education and Teaching Techniques (2 works) · Psychology (2 works) · Artificial Intelligence (1 work) · Artificial Intelligence (1 work) · Cognitive psychology (1 work) · Comprehension (1 work)