Please use this identifier to cite or link to this item: https://dspace.univ-ouargla.dz/jspui/handle/123456789/6952
Full metadata record
DC FieldValueLanguage
dc.contributor.authorشريفي علي-
dc.date.accessioned2014-10-14T14:35:14Z-
dc.date.available2014-10-14T14:35:14Z-
dc.date.issued2014-10-14-
dc.identifier.issn1112 - 9263-
dc.identifier.urihttp://dspace.univ-ouargla.dz/jspui/handle/123456789/6952-
dc.descriptionPsychological & Educational Studies Reviewen_US
dc.description.abstractThis study aimed to find out the learner's cognitive structure and its description according to the level of knowledge and the step of the cognitive progression. It also aimed to discover the homogeneity level between the cognitive structure of the learner and the cognitive content of the mathematics schoolbook. To reach out those objectives, We have used four (04) tests (experimented by Piaget and his collaborators),in order to determine the cognitive structure, and a questionnaire was used too, to analyse the schoolbook content and finally , to use assimilation tests in mathematics. The studied sample was composed of 90 learners of the 2nd year primary teaching from the wilaya of Saida. The results showed that the there was no homogeneity between the learner's cognitive structure and the cognitive content of the mathematics schoolbook. The study has also noticed that the homogeneity degree within the cognitive structure itself shows different levels of assimilation.en_US
dc.language.isootheren_US
dc.relation.ispartofseriesnumber 09 2012-
dc.subjectتجانس البنية المعرفية للمتعلمen_US
dc.subjectلكتاب المدرسي وعلاقتها بالتحصيل في مادة الرياضيات في ضوء نظرية بياجيهen_US
dc.titleتجانس البنية المعرفية للمتعلم والكتاب المدرسي وعلاقتها بالتحصيل في مادة الرياضيات في ضوء نظرية بياجيه( لدى عينة من تلاميذ السنة الثانية ابتدائي )en_US
dc.typeArticleen_US
Appears in Collections:number 09 2012

Files in This Item:
File Description SizeFormat 
P0906.pdf222,43 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.