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Of Experimental Child Psychology, 108 (2), 278-292. Retrieved From
Of Experimental Child Psychology, 108 (2), 278-292. Retrieved From
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
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
https://www.sciencedirect.com/science/article/abs/pii/S0022096510001785 on March 2,
2020
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
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.
Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-
9450.2009.00736.x on March 2, 2020
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
https://journals.sagepub.com/doi/abs/10.1177/00222194050380041101 on March 2, 2020
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
educational psychology, 101(3), 561. Retrieved from https://psycnet.apa.org/doiLanding?
doi=10.1037/a0014701 on March 2, 2020
Rohrer, D., & Taylor, K. (2006). The effects of overlearning and distributed practise on the
retention of mathematics knowledge. Applied Cognitive Psychology: The Official
Journal of the Society for Applied Research in Memory and Cognition, 20(9), 1209-1224.
Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1002/acp.1266 on February
27,2020
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
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