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Journal Abstract Search

189 related items for PubMed ID: 27491474

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  • 4. Life on the Number Line: Routes to Understanding Fraction Magnitude for Students With Difficulties Learning Mathematics.
    Gersten R, Schumacher RF, Jordan NC.
    J Learn Disabil; 2017; 50(6):655-657. PubMed ID: 27520430
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  • 6. Why Learning Common Fractions Is Uncommonly Difficult: Unique Challenges Faced by Students With Mathematical Disabilities.
    Berch DB.
    J Learn Disabil; 2017; 50(6):651-654. PubMed ID: 27432654
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  • 7. Understanding development requires assessing the relevant environment: Examples from mathematics learning.
    Siegler RS, Im SH, Braithwaite D.
    New Dir Child Adolesc Dev; 2020 Sep; 2020(173):83-100. PubMed ID: 33029938
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  • 8. Children learn spurious associations in their math textbooks: Examples from fraction arithmetic.
    Braithwaite DW, Siegler RS.
    J Exp Psychol Learn Mem Cogn; 2018 Nov; 44(11):1765-1777. PubMed ID: 29698040
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  • 9. Fraction Intervention for Students With Mathematics Difficulties: Lessons Learned From Five Randomized Controlled Trials.
    Fuchs LS, Malone AS, Schumacher RF, Namkung J, Wang A.
    J Learn Disabil; 2017 Nov; 50(6):631-639. PubMed ID: 29017427
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  • 10. Cross-notation knowledge of rational numbers predicts fraction arithmetic.
    Ching BH, Li XY, Chen TT.
    Br J Educ Psychol; 2024 Sep; 94(3):717-737. PubMed ID: 38438823
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  • 11. Fractions: the new frontier for theories of numerical development.
    Siegler RS, Fazio LK, Bailey DH, Zhou X.
    Trends Cogn Sci; 2013 Jan; 17(1):13-9. PubMed ID: 23219805
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  • 12. Early predictors of high school mathematics achievement.
    Siegler RS, Duncan GJ, Davis-Kean PE, Duckworth K, Claessens A, Engel M, Susperreguy MI, Chen M.
    Psychol Sci; 2012 Jul 01; 23(7):691-7. PubMed ID: 22700332
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  • 13. Limited knowledge of fraction representations differentiates middle school students with mathematics learning disability (dyscalculia) versus low mathematics achievement.
    Mazzocco MM, Myers GF, Lewis KE, Hanich LB, Murphy MM.
    J Exp Child Psychol; 2013 Jun 01; 115(2):371-87. PubMed ID: 23587941
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  • 14. A Meta-Analysis of Working Memory Deficits in Children With Learning Difficulties: Is There a Difference Between Verbal Domain and Numerical Domain?
    Peng P, Fuchs D.
    J Learn Disabil; 2016 Jun 01; 49(1):3-20. PubMed ID: 24548914
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  • 15. Quality of Explanation as an Indicator of Fraction Magnitude Understanding.
    Foreman-Murray L, Fuchs LS.
    J Learn Disabil; 2019 Jun 01; 52(2):181-191. PubMed ID: 29809096
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  • 16. The Concept of Magnitude and What It Tells Us About How Struggling Students Learn Fractions.
    Woodward J.
    J Learn Disabil; 2017 Jun 01; 50(6):640-643. PubMed ID: 27422161
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  • 17. Numerical Development.
    Siegler RS, Braithwaite DW.
    Annu Rev Psychol; 2017 Jan 03; 68():187-213. PubMed ID: 27687122
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  • 18. Remediation for Students With Mathematics Difficulties: An Intervention Study in Middle Schools.
    Moser Opitz E, Freesemann O, Prediger S, Grob U, Matull I, Hußmann S.
    J Learn Disabil; 2017 Jan 03; 50(6):724-736. PubMed ID: 27608654
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  • 19. The development of number line estimation in children at risk of mathematics learning difficulties: A longitudinal study.
    Ruiz C, Kohnen S, Muñez D, Bull R.
    J Exp Child Psychol; 2024 Jul 03; 243():105916. PubMed ID: 38613903
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  • 20. Numerical Magnitude Representation in Children With Mathematical Difficulties With or Without Reading Difficulties.
    Tobia V, Fasola A, Lupieri A, Marzocchi GM.
    J Learn Disabil; 2016 Jul 03; 49(2):115-29. PubMed ID: 24737662
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