中文部分
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方建良、黃秀霜(2014)。國小四年級低成就學生學習「四則運算」教材及其迷思概念之研究。「2014提升中小學補救教學成效之理論與實務研討論壇」,國立臺南大學。
杜錦龍(2000)。以後設認知策略經由等值分數進行異分母分數加減的學習歷程及成效探究。國立臺南大學數學教育學系教學碩士班(碩士論文)。李錦興(2007)。探討網頁註記標記語言與註記回顧對於數學學習之影響。國立中央大學資訊工程研究所(碩士論文)。吳立明(2005)。以畫記輔助國小四年級學童網路作文互評之研究。國立中央大學資訊工程學系碩士在職專班(碩士論文)。林志忠(1999)。後設認知策略對資優兒 童科學解題能力影響之研究。師大學報,44(1&2),61-81。
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陳美慧(2006)。由修訂版Bloom教育目標分類法進行教師編製測驗。課程與教學,23(6),75-90。
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鄭惠萍(2007)。國小三年級學童在比較型加減文字題的解題表現及錯誤類型之研究—以屏東地區為例。國立屏東教育大學數理教育研究所(碩士論文)。鄭蕙如、林世華(2004)。Bloom認知領域教育目標分類修訂版理論與實務之探討--以九年一貫課程數學領域分段能力指標為例。臺東大學教育學報,15(2),247-274。
鄭麗玉(2006)。認知心理學─理論與應用。臺北市:五南。
傅慶忠(2012)。國民小學四年級學生整數四則運算解題歷程之分析研究。國立高雄師範大學數學系(碩士論文)。謝堅(1997)。實驗課程對四則運算教材的處理。載於臺灣省國民學校教師研習會編印,國民小學數學科新課程概說(中年級)(78-94頁)。臺北縣:臺灣省國民學校教師研習會。
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英文部分
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