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Keyword:  Mathematical Ability
Anghileri, J. (2001). A study of progression in written calculation strategies for division. Support for Learning, 16(1), pp. 17–22. Dernièrement modifiée par: Sterenn Audo  v    Pop. 36.26%
Anghileri, J. (2006). A study of the impact of reform on students' written calculation methods after five years' implementation of the national numeracy strategy in england. Oxford Review of Education, 32(3), pp. 363–380. Dernièrement modifiée par: Sterenn Audo  v    Pop. 36.44%
Booth, J. L., & Siegler, R. S. (2006). Developmental and individual differences in pure numerical estimation. Developmental Psychology, 42(1), p. p189–201. Dernièrement modifiée par: Lynda Taabane  V    Pop. 35.07%
Brosvic, G. M., Dihoff, R. E., Epstein, M. L., & Cook, M. L. (2006). Feedback facilitates the acquisition and retention of numerical fact series by elementary school students with mathematics learning disabilities. Psychological Record, 56(1), pp. 35–54. Dernièrement modifiée par: Sterenn Audo  V    Pop. 34.7%
Desoete, A., Roeyers, H., & Clercq, A. D. (2004). Children with mathematics learning disabilities in belgium. Journal of learning disabilities, 37(1), pp. 50–61. Dernièrement modifiée par: Sterenn Audo  V    Pop. 28.4%
Fuchs, L. S., Compton, D. L., Fuchs, D., Paulsen, K., Bryant, J. D., & Hamlett, C. L. (2005). The prevention, identification, and cognitive determinants of math difficulty. Journal of educational psychology, 97(3), p. p493–513. Dernièrement modifiée par: Lynda Taabane  V    Pop. 32.97%
Geary, D. C. (2004). Mathematics and learning disabilities. Journal of learning disabilities, 37(1), pp. 4–15. Dernièrement modifiée par: Sterenn Audo  V    Pop. 34.34%
Hardiman, P. T., & Mestre, J. P. (1989). Understanding multiplicative contexts involving fractions. Journal of educational psychology, 81(4), p. p547–557. Ajoutée par: Lynda Taabane  V    Pop. 31.23%
Micallef, S., & Prior, M. (2004). Arithmetic learning difficulties in children. Educational Psychology, 24(2), pp. 175–200. Dernièrement modifiée par: Sterenn Audo  V    Pop. 33.52%
Parmar, R. S. (2003). Understanding the concept of 'division' assessment considerations. Exceptionality, 11(3), p. p177–189. Dernièrement modifiée par: Sterenn Audo  V    Pop. 31.14%
Sophian, C. (2002). Learning about what fits: Preschool children's reasoning about effects of object size. Journal for Research in Mathematics Education, 33(4), p. p290–302. Dernièrement modifiée par: Lynda Taabane  v    Pop. 32.05%
Stafylidou, S., & Vosniadou, S. (2004). The development of students' understanding of the numerical value of fractions. Learning and Instruction, 14(5), p. p503–518. Dernièrement modifiée par: Lynda Taabane  V    Pop. 33.06%
Sweller, J., Mawer, R. F., & Ward, M. R. (1983). Development of expertise in mathematical problem solving. Journal of Experimental Psychology: General, 112(4), p. p639–661. Dernièrement modifiée par: Lynda Taabane  V    Pop. 29.68%
Witzel, B. S., Mercer, C. D., & Miller, D. M. (2003). Teaching algebra to students with learning difficulties: An investigation of an explicit instruction model. Learning Disabilities Research & Practice, 18(2), pp. 121–131. Dernièrement modifiée par: Sterenn Audo  V    Pop. 30.23%
Woodward, J. (2006). Developing automaticity in multiplication facts: Integrating strategy instruction with timed practice drills. Learning Disability Quarterly, 29(4), pp. 269–289. Dernièrement modifiée par: Sterenn Audo  V    Pop. 27.21%
Young-Loveridge, J., & Taylor, M. (2005). Children's views about mathematics learning after participation in a numeracy initiative. Research in Education(74), pp. 83–90. Dernièrement modifiée par: Sterenn Audo  V    Pop. 27.76%
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