Early identification and intervention for students with mathematics difficulties

Dowker, A. (2005). Early identification and intervention for students with mathematics
difficulties. Journal of learning disabilities, 38(4), 324-332. Retrieved from
https://journals.sagepub.com/doi/abs/10.1177/00222194050380040801 on March 2, 2020

Defective number module or impaired access? Numerical magnitude processing in first

graders with mathematical difficulties

De Smedt, B., & Gilmore, C. K. (2011). Defective number module or impaired access?
Numerical magnitude processing in first graders with mathematical difficulties. Journal
of experimental child psychology, 108(2), 278-292. Retrieved from
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2020

Mathematical competencies in children with different types of learning

difficulties.
Andersson, U. (2008). Mathematical competencies in children with different types of learning
difficulties. Journal of Educational Psychology, 100(1), 48. Retrieved from
https://psycnet.apa.org/record/2008-01796-004 on March 2, 2020

Responsiveness to mathematical problem-solving instruction: Comparing students at risk

of mathematics disability with and without risk of reading disability

Fuchs, L. S., Fuchs, D., & Prentice, K. (2004). Responsiveness to mathematical problem-solving
instruction: Comparing students at risk of mathematics disability with and without risk of
reading disability. Journal of Learning Disabilities, 37(4), 293-306. Retrieved from
https://journals.sagepub.com/doi/abs/10.1177/00222194040370040201 on March 2, 2020

Developmental dynamics of math performance from preschool to grade 2.

Aunola, K., Leskinen, E., Lerkkanen, M. K., & Nurmi, J. E. (2004). Developmental dynamics of
math performance from preschool to grade 2. Journal of educational psychology, 96(4),
699. Retrieved from https://psycnet.apa.org/doiLanding?doi=10.1037%2F0022-
0663.96.4.699 on March 2, 2020

What teachers say about student difficulties solving mathematical word problems in grades
2-5

Pearce, D. L., Bruun, F., Skinner, K., & Lopez-Mohler, C. (2013). What teachers say about
student difficulties solving mathematical word problems in grades 2-5. International
Electronic Journal of Mathematics Education, 8(1), 3-19. Retrieved from
https://www.iejme.com/article/what-teachers-say-about-student-difficulties-solving-
mathematical-word-problems-in-grades-2-5 on March2, 2020
 Working memory resources in young children with mathematical difficulties

Kyttälä, M., Aunio, P., & Hautamäki, J. (2010). Working memory resources in young children
with mathematical difficulties. Scandinavian journal of psychology, 51(1), 1-15.
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Commentary on early identification and interventions for students with mathematical

difficulties: Make sense—Do the math

Hanley, T. V. (2005). Commentary on early identification and interventions for students with
mathematical difficulties: Make sense—Do the math. Journal of Learning Disabilities,
38(4), 346-349. Retrieved from
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Remediating number combination and word problem deficits among students with
mathematics difficulties: A randomized control trial.

Fuchs, L. S., Powell, S. R., Seethaler, P. M., Cirino, P. T., Fletcher, J. M., Fuchs, D., ... &
Zumeta, R. O. (2009). Remediating number combination and word problem deficits
among students with mathematics difficulties: A randomized control trial. Journal of
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Language and Modeling Word Problems in Mathematics Among Bilinguals

Bernardo, A. B. (2005). Language and modeling word problems in mathematics among

bilinguals. The Journal of Psychology, 139(5), 413-425. Retrieved from
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The Impact of Context on Children's Performance in Solving Everyday Mathematical

Problems with Real-World Settings

Huang, H. M. E. (2004). The impact of context on children's performance in solving everyday

mathematical problems with real-world settings. Journal of Research in Childhood
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 The effects of overlearning and distributed practice on the retention of mathematics
knowledge

Rohrer, D., & Taylor, K. (2006). The effects of overlearning and distributed practise on the
retention of mathematics knowledge. Applied Cognitive Psychology: The Official
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Knowledge organization and activation in physics problem solving

Sabella, M. S., & Redish, E. F. (2007). Knowledge organization and activation in physics
problem solving. American Journal of Physics, 75(11), 1017-1029. Retrieved from
https://aapt.scitation.org/doi/abs/10.1119/1.2746359 on February 27,2020

Exploration of mathematics problem solving process based on the thinking level of students
in junior high school

Rahman, A., & Ahmar, A. (2016). Exploration of mathematics problem solving process based on
the thinking level of students in junior high school. International Journal of
Environmental and Science Education, 11(14). Retrieved from
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2924344 on February 27,2020

Do word-problem features differentially affect problem difficulty as a

function of students' mathematics difficulty with and without reading
difficulty?

Powell, S. R., Fuchs, L. S., Fuchs, D., Cirino, P. T., & Fletcher, J. M. (2009). Do word-
problem features differentially affect problem difficulty as a function of
students' mathematics difficulty with and without reading difficulty?. Journal of
Learning Disabilities, 42(2), 99-110. Retrieved from
https://journals.sagepub.com/doi/abs/10.1177/0022219408326211 on
March 2, 2020