Parts and 'holes': gaps in rational number sense among children with vs. without mathematical learning disabilities.
about
Why Learning Common Fractions Is Uncommonly Difficult: Unique Challenges Faced by Students With Mathematical Disabilities.Knowing right from wrong in mental arithmetic judgments: calibration of confidence predicts the development of accuracyDevelopmental and individual differences in understanding of fractionsImpaired acuity of the approximate number system underlies mathematical learning disability (dyscalculia).Sources of Group and Individual Differences in Emerging Fraction SkillsThe development of the mental representations of the magnitude of fractions.The Cognitive Predictors of Computational Skill with Whole versus Rational Numbers: An Exploratory StudyDevelopment of number line representations in children with mathematical learning disability.Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning DifficultiesCompetence with fractions predicts gains in mathematics achievement.Mathematical Cognition Deficits in Children With Learning Disabilities and Persistent Low Achievement: A Five-Year Prospective Study.Persistent consequences of atypical early number concepts.Error Patterns in Ordering Fractions Among At-Risk Fourth-Grade Students.Developmental Foundations of Children's Fraction Magnitude Knowledge.Growth in rapid automatized naming from grades K to 8 in children with math or reading disabilities.Limited knowledge of fraction representations differentiates middle school students with mathematics learning disability (dyscalculia) versus low mathematics achievement.A Systematic Review of Longitudinal Studies of Mathematics Difficulty.A synthesis of mathematical and cognitive performances of students with mathematics learning disabilities.Addressing the struggle to link form and understanding in fractions instruction.Fractions Learning in Children With Mathematics Difficulties.Fraction Intervention for Students With Mathematics Difficulties: Lessons Learned From Five Randomized Controlled Trials.The Role of Domain-General Cognitive Abilities and Decimal Labels in At-Risk Fourth-Grade Students' Decimal Magnitude Understanding.Behavioral Executive Functions Among Adolescents With Mathematics Difficulties.Using discrete trial training to identify specific learning impairments in boys with fragile X syndrome.Number sense in the transition from natural to rational numbers.On the relation between the mental number line and arithmetic competencies.Effects of phonological awareness and naming speed on mathematics skills in children with mild intellectual disabilities.Effects ofMATAS HopscotchTechnique in the Teaching of Fractions and Error Patterns Made by Year 5 Pupils
P2860
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P2860
Parts and 'holes': gaps in rational number sense among children with vs. without mathematical learning disabilities.
description
2008 nî lūn-bûn
@nan
2008年の論文
@ja
2008年学术文章
@wuu
2008年学术文章
@zh
2008年学术文章
@zh-cn
2008年学术文章
@zh-hans
2008年学术文章
@zh-my
2008年学术文章
@zh-sg
2008年學術文章
@yue
2008年學術文章
@zh-hant
name
Parts and 'holes': gaps in rat ...... matical learning disabilities.
@en
Parts and 'holes': gaps in rat ...... matical learning disabilities.
@nl
type
label
Parts and 'holes': gaps in rat ...... matical learning disabilities.
@en
Parts and 'holes': gaps in rat ...... matical learning disabilities.
@nl
prefLabel
Parts and 'holes': gaps in rat ...... matical learning disabilities.
@en
Parts and 'holes': gaps in rat ...... matical learning disabilities.
@nl
P1476
Parts and 'holes': gaps in rat ...... matical learning disabilities.
@en
P2093
Kathleen T Devlin
P304
P356
10.1111/J.1467-7687.2008.00717.X
P407
P577
2008-09-01T00:00:00Z