Sijainti: Pääsivu Matematiikka Tietopalvelu Kirjallisuus


Matematiikan tietopalvelun kirjallisuus aakkosjärjestyksessä


Ainsworth, S., Wood, D. & O'Malley, C. (1998). There is more than one way to solve a problem: Evaluating a learning environment that support the development of children's multiplication skills. Learning and Instruction, 8 (2) 141-157.


Andersson, U. & Lyxell, B. (2007). Working memory deficit in children with mathematical difficulties: A general or specific deficit? Journal of Experimental Child Psychology, 96, 197–228.

Anghileri, J. (2006). Teaching Number Sense. 2. painos. London: Continuum.


Ashcraft, M. H. & Fierman, B. A. (1982). Mental addition in third, fourth, and sixth graders. Journal of Experimental Child Psychology, 33, 216-234.


Aunio, P. & Räsänen, P. The core skills of the mathematics development in children aged five to eight years. Käsikirjoitus.


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) 699-713.


Aunola, K. , Leskinen, E. & Nurmi, J.-E. (2006). Developmental dynamics between mathematical performance, task motivation, and teacher's goals during the transition to primary school. British Journal of Educational Psychology, 76, 21-40.


Aunola, K. & Nurmi, J.-E. (2004). Maternal affection moderates the impact of psychological control on a child’s mathematical performance. Developmental Psychology, 40 (6) 965-978.


Aunola., K., & Nurmi, J.-E. (2004). Eskareista epuiksi –tutkimus: Motivaation koulutaidon kehitys esiopetuksesta kouluun. NMI-Bulletin, 3/ 2004, 7-12.


Aunola, K., Nurmi, J-E., Lerkkanen, M-K., & Rasku-Puttonen, H. (2003). The roles of achievement-related behaviours and parental beliefs in children's mathematical performance. Educational Psychology, 23 (4) 403-421.


Baddeley, A. D. (1986). Working memory. Oxford: Oxford University Press.


Baddeley, A. (1997). Human memory: Theory and practice. (Rev. ed.) Hove, UK: Psychology Press.

Baddeley, A. (2000). The episodic buffer: a new component of working memory? Trends in Cognitive Sciences, 4, 417–423.

Baddeley; A. D. & Logie, R. H. (1999). Working memory: The multiple-component model. In A. Miyake & P. Shah (Eds.) Models of working memory (28–61).

Baroody, A. (1984). Children's difficulties in subtraction: some causes and questions. Journal for Research in Mathematics Education, 15 (3) 203-213.


Barrouillet, P., Fayol, M. & Lathulière, E. (1997). Selecting between competitors in multiplication tasks: An explanation of errors produced by adolecents with learning disabilities. International Journal of Behavioral Development, 21, 253-275.


Beishuizen, M. (1993). Mental strategies and materils or models for addition and subtraction up to 100 in Dutch second grades. Journal for Research in Mathematics Education, 24 (4), 294-323.


Brauwer, J. D., Verguts, T. & Fias, W. (2006). The representation of multiplication facts: Developmental changes in the problem size, five, and tie effects. Journal of Experimental Child Psychology, 94, 43-56. 


Bryan, T., Burstein, K. & Bryan, J. (2001). Students with Learning Disabilities: Homework Problems and Promising Practices. Educational Psychologist 36 (3), 167-180.


Bryant, B. R., Bryant, D. P., Kethley, C., Kim, S. A., Pool, C & Seo, Y-J. (2008). Preventing mathematics difficulties in the primary grades: the critical features of instruction in textbooks as part of the equation. Learning disability quarterly, 31, 21-35.

Butterworth, B. (2005). The development of aithmetical abilities. Journal of Child Psychology and Psychiatry, 46 (1) 3-18.


Canobi, K. H. (2004). Individual differences in children's addition and subtraction knowledge. Cognitive Development, 19, 81-93.


Canobi, K. H. (2005). Children's profiles of addition and subtraction understanding. Journal of Exerimental Child Psychology, 92, 220-246.


Canobi, K. H., Reeve, R.A. & Pattison, P. E. (2002). Young children's understanding of addition concepts. Educational Psychology, 22 (5) 513-532.


Carpenter, T. P. & Moser, J. M. (1984). The acquisition of addition and subtraction concepts in grades one through three. Journal of Research in Mathematics Education, 15, 179 - 202.


Cheng-Zijuan. & Lorna, K. S. C., (2005). Chinese number-naming advantages? Analyses of Chinese pre-schoolers' computational strategies and errors. International Journal of Early Years Education, 13 (2) 179-192.


Clements, D. H. (1986). Effects of Logo and CAI environments on cognition and creativity. Journal of Educational Psychology, 78 (4) 309-318.


Cotter, J. (2007). RightStart Mathematics Kindergarten. Hazelton:Activities for Learning.


Cotter, J. (2007). MathCardGames. Hazelton:Activities for Learning.


Dahlin, E., Nyberg, L., Bäckman, L. & Neely, A. S. (2008). Plasticity of executive functioning in young and older adults: Immediate training gains, transfer, and long-term maintenance. Psychology and aging, 23, 720–730.

Din, F.S. & Calao, J. (2001) The effects of playing educational video games on kindergarten achievement. Child Study Journal, 31 (2) 95-102.


Donlan, C. & Gourlay, S. (1999). The importance of non-verbal skills in the acquisition of place-value knowledge: evidence from normally developing and language-impaired children. British Journal of Developmental Psychology, 17, 1-19.


Duncan, P. A. (2007). Pet Peeves About Parents: Turning Problems into Partnership. The Journal of Adventist Education, 69, 20-23.


Elliot, A. & Hall, N. (1997). The impact of self-regulatory teaching strategies on "At-Risk" preschoolers' mathematical learning in a computer-mediated environment. Journal of Computing in Childhood Education, 8 (2/3) 187-198.


Fayol, M., Barrouillet, P. & Marinthe, C. (1998). Predicting achievement from neuropsychological performnce: a longitudinal study. Cognition, 68, pp. B63-B70.


Fennema, E., Carpenter, T. P., Jacobs, V. R., Franke, M. L. & Levi, L. W. (1998). A longitudinal study of gender differences in young children's mathematical thinking. Educational Researcher, 27 (5) 6-11.


Fisher, R. (1995). Teaching Children to Think. United Kindom: Stanley Thornes Ltd.


Fuchs, L. S., Fuchs, D., Hamlet, C. L., Powell, S. R., Capizzi, A. M. & Seethaler, P.M. (2006).The effects of computer-assisted instruction on number combination skill in at-risk first graders. Journal of Learning Disabilities, 39 (5)  467-475.


Fuson, K. (1984). More complexities in subtraction. Journal for Research in Mathematics Education, 15 (3) 214-225.


Fuson, K. (1988). Children's counting and concept of number. New York: Springer Verlag.


Gathercole, S. E., Pickering, S. J., Ambridge, B. & Wearing, H. (2004). The structure of working memory from 4 to 15 years of age. Developmental Psychology, 40, 177–190.

Geary, D.C., Bow-Thomas, C.C., Liu, F. & Siegler, R.S. (1996). Development of arithmetical competencies in Chinese and American children: Influence of age, language and schooling. Child Development, 67, 2022-2044.


Geary, D., Hamson, C. & Hoard, M. (2000). Numerical and arithmetical cognition: A longitudinal study of process and concept deficits in children with learning disability. Journal of Experimental Child Psychology, 77, 236- 263.


Geary, D., Hoard, M. & Hamson, C. (1999). Numerical and arithmetical cognition: Patterns of functions and deficits in children at risk for a mathematical disability. Journal of Experimental Child Psychology, 74, 213-239.


Geary, D. C., Hoard, M. K., Byrd-Craven, J., Nugent, L. & Numtee, C. (2007). Cognitive mechanisms underlying achievement deficits in children with mathematical learning disability. Child development, 78, 1343–1359.


Gelman, R., & Gallistel, C. (1978). The child's understanding of number. Cambridge, UK: Harvard University Press.


Ginsburg, H. P. & Baroody, A.J. (1990). The Test of Early Mathematics Ability – Second Edition. Austin, TX: PRO-ED.


Ginsburg, H. P. & Baroody, A.J. (2003). The Test of Early Mathematics Ability – Third Edition. Austin, TX: PRO-ED.


Graham, T. (1999). The role of gesture in children's learning to count. Journal of Experimental Child Psychology, 74, 333-355.


Griffin, S. (2003). The development of math competence in the preschool and early school years. In J. M. Royer (Ed.) Mathematical cognition (pp. 1-32). Greenwich, CN: Information age publishing.


Hannula, M.M., & Lehtinen, E. (2005). Spontaneous focusing on numerosity and mathematical skills of young children. Learning and Instruction, 15 (3) 237-257.


Hannula, M. M., Räsänen P. & Lehtinen, E. (2007). Development of counting skills. Role of spontaneous focusing on numerosity and subitizing-based enumeration. Mathematical Thinking and Learning, 8 (1) 51-57.


Hativa, N. & Shorer, D. (1989) Sosioeconomic status, aptitude and gender differences in CAI gains of arithmetic. Journal of Educational Research, 83 (1) 11-21.


Haylock, D. & Cockburn, A. (2008). Understanding Mathematics for Young Children. A guide for foundation stage and lower primary teachers. London: SAGE.

Healy, A. F. & Nairne, J. S. (1985). Short-term memory processes in counting. Cognitive Psychology, 17, 417–444.

Heathcote, D. (1994). The role of visuo-spatial working memory in mental addition of multi-digit addends. Current Psychology, 13, 207–245.

Holmes, J. & Adams, J. W. (2006). Working memory and children’s mathematical skills: Implications for mathematical development and mathematics curricula. Educational Psychology, 26, 339–366.

Howard, J. R., Watson, J. A., Brinkley, V. M. & Ingels-Young, G. (1994). Comprehension monitoring, stylistic differences, pre-math knowledge, and transfer: A comprehensive pre-math/spatial development computer-assisted instruction (CAI) and LOGO curriculum designed to test their effects. Journal of Educational Computing Research, 11 (2) 91-105.


Huntsinger, C. Jose, P. E., Larson, S., Krieg, D. B., & Shaligram, C. (2000). Mathematics, vocabulary, and reading development in Chinese American and European American children over the primary school years. Journal of Educational Psychology, 92 (4) 745-760.


Imbo, I. & Vandierendonck, A. (2007). The role of phonological and executive working memory resources in simple arithmetic strategies. European Journal of Cognitive Psychology, 19, 910–933.

Jokinen, K. & Ahtikari, K. (2004). AD/HD -opas koulunkäyntiavustajille. Opetus 2000 sarja. Jyväskylä: PS-kustannus.


Jordan, N.C. & Hanich, L.B. (2003). Characteristics of children with moderate mathematics deficiencies: a longitudinal perspective. Learning Disabilities Research, 18 (4), 213-221.


Jordan, N.C., Hanich, L.B., & Kaplan, D. (2003a). Arithmetic fact mastery in young children: a longitudinal investigation. Journal of Experimental Child Psychology, 85, 103-119.


Jordan, N.C., Hanich, L.B., & Kaplan, D. (2003b). A longitudinal study of mathematical competencies in children with specific mathematics difficulties versus children with comorbid mathematics and reading difficulties. Child Development, 74 (3), 834-850.


Jordan, N.C.,  Kaplan,D. & Hanich, L.B. (2002). Achievement growth in children with learning difficulties in mathematics: findings of a two-year longitudinal study. Journal of Educational Psychology, 94 (3), 586-597.


Jordan, N. C., Kaplan D., Oláh L. N. & Locuniak, M. N. (2006). Number sense growth in kindergarten: A longitudinal investigation of children at risk for mathematics difficulties. Child Development, 77 (1) 153-175.


Jordan, N.C., Kaplan, D., Locuniak M. N. & Ramineni, C. (2007). Predicting first-grade math achievemeny from developmental number sense trajectories. Leaning Disabilities Research & Practice, 22 (1) 36-46.


Kalakoski, V. (2006). Constructing Skilled Images. Helsinki: Yliopistopaino.


Ke, F. & Grabowski, B. (2007) Game playing for maths learning: Cooperative or not? British Journal of Educational Technology, 38 (2) 249-259.

Keltikangas-Järvinen, L. (2006) Temperamentti ja koulumestys. Helsinki: WSOY.

Keltikangas-Järvinen, Liisa (2004) Temperamentti – ihmisen yksilöllisyys. Helsinki: WSOY.


Keltikangas-Järvinen, Liisa (1994). Hyvä itsetunto. Helsinki: WSOY.


Koponen, T., Aro, T., Räsänen, P. & Ahonen, T. (2007). Language-based retrieval difficulties in arithmetic: A single case intervention study comparing two children with SLI. Educational and Child Psychology, 24 (2) 98-107.


Koponen, T., Aunola, K., Ahonen T. & Nurmi, J-E. (in press). Cognitive predictors of single-digit and procedural calculation and their covariation with reading skills. Journal of Experimental Child Psychology.


Koppinen, M-L., Korpinen, E. & Pollari, J. (1994). Arviointi oppimisen tukena. Opetus 2000 sarja. Juva: WSOY.


Kurdek, L. A. & Sinclair, R. J. (2001). Predicting reading and mathematics achievement in fourth-grade children from kindergarten readiness scores. Journal of Educational Psychology, 93 (3) 451-455.


Kraus, W. H. (1981). Using a computer game to reinforce skills in addition basic facts in second grade. Journal for Research in Mathematics Education, 12 (2) 152-155.


Kyttälä, M. (2008). Visuospatial working memory in adolescents with poor performance in mathematics: Variation depending on reading skills. Manuscript accepted for publication in Educational Psychology.

La Paro, K. M., Pianta, R. C. & Stuhlman, M. 2004. The Classroom Assessment Scoring System: Findings from the Prekindergarten Year. The elementary school journal, 104, 5, 409-426.

Lawton, F. 2006. Number. Teoksessa A. Hansen (toim.) Children’s Errors in Mathematics. Understanding common misconceptions in primary schools. 2. painos. Exeter: Learning Matters.

Lee, K. & Kang. S. (2002). Arithmetic operation and working memory: differential suppression in dual tasks. Cognition, 83, B63–B68.

Lehto, J. E., Juujärvi, P., Kooistra, L. & Pulkkinen, L. (2003). Dimensions of executive functioning: Evidence from children. British Journal of Developmental Psychology, 21, 59–80.

Lemaire, P. & Siegler, R. S. (1995). Four aspects of strategic change: Contributions to children's learning of multiplication. Journal of Experimental Psychology: General, 124, 83-97.


Logie, R. H. (1993). Working memory in everyday cognition. In G. M. Davies & R. H. Logie (Eds.), Memory in everyday life (173-218).


Logie, R. H. & Baddeley, A. D. (1987). Cognitive processes in counting. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, 310–326. Amsterdam: North-Holland.


Logie, R. H. & Pearson, D. G. (1997). The inner eye and the inner scribe of visuo-spatial working memory: Evidence from developmental fractionation. European Journal of Cognitive Psychology, 9, 241–257.

Mautone, J. A., DuPaul, G. J., & Jitendra, A. K. (2005). The effects of computer-assisted instruction on the mathematics performance and classroom behavior of children with ADHD. Journal of Attention Disorders, 9 (1) 301-312.


Mazzocco, M.M.M., & Myers, G.F. (2003). Complexities in identifying and defining mathematics learning disability in the primary school-age years. Annals of Dyslexia, 53, 218-253.


Mazzocco, M. M. M & Thompson, R. E. (2005). Kindergarten predictors of math learning disability. Learning Disabilities Research & Practice, 20 (3) 142-155.


McCollister, T. S., Burts, D. C., Wright, V. L. & Hildreth, G. J. (1986). Effects of computer-assisted instruction and teacher-assisted instruction on arithmetic task achievement scores of kindergarten children. Journal of Educational Research, 80 (2) 121-125.


Mevarech, Z. R. & Rich, Y. (1985). Effects of computer-assisted mathematics instruction on disadvantaged pupils' cognitive and affective development. Journal of Educational Research, 79 (1) 5-11.


Miura I. (1987). Mathematics achievement as a function of language. Journal of Educational Psychology. 79, 79-82.


Miura, I., Okamoto, Y., Kim, C., Steere, M., & Fayol, M. (1993). First graders’ cognitive representation of number and understanding of place value: Cross-national comparisons - France, Japan, Korea, Sweden and the United States. Journal of Educational Psychology. 85, 24-30.


Miura, I., Okamoto, Y., Vlahovic-Stetic, V., Kim, C., & Han, J. (1999). Language supports for children's understanding of numerical fractions: Cross-national comparisons. Journal of Experimental Child Psychology [on-line] 74.


Miura, I., Okamoto, Y., Kim, C., Vlahovic-Stetic, V., Han, J., Lemaire, P., & Hatano, E. (2000, July). The development of numerical fraction understanding: Cross-national comparison. Poster session presented at the 16th Biennial Meeting of ISSBD, Beijing, PRC.


Mix, K. (1999). Preschoolers recognition of numerical equivalence: Sequential sets. Journal of Experimental Child Psychology, 74, 309-332.


Muldoon, K., Lewis, C. & Freeman, N. (2003). Putting counting to work: preschoolers' understanding of cardinal extension. International Journal of Educational Research, 39, 695-718.


Muldoon, K., Lewis, C. & Towse, J. (2005). Because it's there! Why some children count, rather than infer numerical relationships. Cognitive Development, 20, 472-491.


Määttä, P. (1999). Perhe asiantuntijana. Erityiskasvatuksen ja kuntoutuksen käytännöt. Opetus 2000 sarja. Jyväskylä: Gummerus Kirjapaino Oy.


Onatsu-Arvilommi, T. & Nurmi, J.-E. (2000). The role of task avoidant and task-focused behaviors in the development of reading and mathematical skills during the first school year: a cross-lagged longitudinal study. Journal of Educational Psychology, 92 (3) 478-491.


Opetushallitus. (2004). Perusopetuksen opetussuunnitelman perusteet 2004. Vammala: Vammalan Kirjapaino Oy.


Ortega-Tudela, J. M. & Gómez-Ariza, C. J. (2006). Computer-assisted teaching and mathematical learning in Down Syndrome children. Journal of Computer Assisted Learning, 22, 298-307.


Ostad, S. (1997). Developmental differences in addition strategies: a comparison of mathematically disabled and mathematically normal children. British Journal of Educational Psychology, 67, 345-357.


Ostad, S. (1999). Development progression of subtraction strategies: a comparison of mathematically normal and mathematically disabled children. European Journal of Special Needs Education, 14 (1) 21-36.


Paananen, M., Aro, T., Kultti-Lavikainen, N. & Ahonen, T. (2005). KUMMI 4. Arviointi-, opetus- ja kuntoutusmateriaaleja. Oppimisvaikeuksien arviointi: psykologin, opettajien ja vanhempien yhteistyötä. Jyväskylä: Siirtopaino.


Pepper, K. & Hunting, R. (1999). Preschoolers' counting and sharing. Journal for Research in Mathematics Education, 29 (2) 164-183.


Perusopetuslaki. 21. elokuuta 1998/628. Valtioneuvosto.


Polloway, E. A., Bursuck, W. D. & Epstein, M. H. (2001). Homework for Students with Learning Disabilities: The Challenge of Home-School Communication. Reading & Writing Quarterly, 17, 181-187.


Putnam, R. T., deBettencourt, L. U. & Leinhardt, G. (1990). Understanding of Derived-Fact Strategies in Addition and Subtraction. Cognition and Instruction, 7(3), 245-285.


Ransdell, S. & Hecht, S. (2003). Time and resource limits on working memory: Cross-age consistency in counting span performance. Journal of Experimental Child Psychology, 86, 303-313.


Rasmussen, C. Ho, E. & Bisanz, J. (2003). Use of mathematical principle in inversion in young children. Journal of Experimental Child Psychology, 85, 89-102.


Rasmussen, C. Ho, E., Nicoladis, Leung, J. & Bisanz, J. (2006). Is the Chinese number-naming system transparent? Evidence from Chinese -English bilingual children. Canadian Journal of Experimental Psychology, 60(1) 60-67.


Reid, D. K. & Valle, J. W. (2004). The Discursive Practice of Learning Disability: Implications for Instruction and Parent School Relation. Journal of Learning Disabilities 37 (6), 466-481.


Robinson, K. M. , Ninowski, J. E. & Gray, M. L. (2006). Children's understanding of the arithmetic concepts of inversion and associativity. Journal of Experimental Child Psychology, 94, 349-362.


Saloviita, T. (1999). Kaikille avoimeen kouluun. Erilaiset oppijat tavallisella luokalla. Opetus 2000 sarja. Jyväskylä: Gummerus Kirjapaino Oy.


Sánchez, J. H. & Flores, H. E. (2004). Audio math: blind children learning mathematics through audio. Proceedings of the 5th International Conference Disability, Virtual Reality & Associated. Technologies. (


Sánchez, J. & Sáenz, M. (2005). Developing mathematics skills through audio interfaces. Proceedings of 11th International Conference on Human-Computer Interaction, Las Vegas. July 22-27.


Saxton, M. & Towse, J. N. (1998). Linguistic relativity: The case of place value in multi-digit numbers. Journal of Experimental Child Psychology, 69, 66-79.


Service, E. & Lehto, J. E. (2002). Muisti ja oppimisvaikeudet. Teoksessa H. Lyytinen, T. Ahonen, T. Korhonen, M. Korkman & T. Riita (toim.), Oppimisvaikeudet. Neuropsykologinen näkökulma. Helsinki: WSOY.

Shiah, R-L., Mastropieri, M. A., Scruggs, T. E. & Mushinski-Fulk, B. J. (1995). The effects of computer-assisted instruction on the mathematical problem solving of students with learning disabilities. Exceptionality, 5 (3) 131-161.


Shin, N., Norris, C. & Soloway, E. (2006). Effects of handheld games on students learning in mathematics. Proceedings of the 7th International Conference on Learning Sciences. Indiana University, Bloomington IN, June 27 -July 1.


Shute, R. & Miksad, J. (1997). Computer-assisted instruction and cognitive development in preschoolers. Child Study Journal, 27 (3) 237-253.


Siegel, L. S. (1994). Working memory and reading: A life-span perspective. International Journal of Behavioral Development 17, 109–124.

Siegler, R. S. (1987). Strategy choices in subtration. Kirjassa J. Sloboda & D. Rogers (toim.), Cognitive process in mathematics (s. 81-106). Oxford: Oxford University Press.


Siegler, R. S. & Shrager, J. (1984). Strategy choices in addition and subtraction: How do children know what to do? Kirjassa C. Sophian (toim.), Origins of cognitive skills (s. 229-293). Hillsdale, NJ: Lawrence Erlbaum.


Squire, S. & Bryant, P (2002). The influence of sharing on children's initial concept of division. Journal of Experimental Child Psychology, 81, 1-43.


Steinberg, R. M. (1985). Instruction on derived facts strategies in addition and subtraction. Journal of Research in Mathematics Education, 16, 337-355.


Stellingwerf, B., P. & Van Lieshout, E. C. D. M. (1999). Manipulatives and number sentences in computer aided arithmetic word problem solving. Instructional Science 27, 459-476.


Swanson, H. L. & Beebe-Frankenberger, M. (2004). The relationship between working memory and mathematical problem solving in children at risk and not at risk for serious math difficulties. Journal of Educational Psychology, 96, 471–491.

Swanson, H. L. & Jerman, O. (2006). Math disabilities: A selective meta-analysis of the literature. Review of Educational Research, 76, 249–274. Psychology, 96, 471–491.


Thornton, C. A. (1978). Emphasizing thinking strategies in basic fact instruction. Journal for Reasearch in Mathematics Education, 9, 214-227.


Thornton, C.A. (1990) Solution strategies: subtraction number facts. Educational Studies in Mathematics, 21, 241-263.


Tilus, P. (2004). Pelistä pois? Huolehtivan koulun haaste. Opetus 2000 sarja. Jyväskylä: PS-kustannus.


Trbovich, P. L. & LeFevre, J.-A. (2003). Phonological and visual working memory in mental addition. Memory & Cognition, 31, 738–745.

Trifiletti, J. J. , Frith, G. H. & Armstrong, S. (1984). Microcomputers versus resource rooms for LD students: A preliminary investigation of the effects on math skills. Learning Disability Quarterly, 7 (1) 69-76.


Turley-Ames, K. J. & Whitfield, M. M. (2003). Strategy training and working memory task performance. Journal of Memory and Language, 49, 446–468.

VanDerHeyden, Broussard, C. & Cooley, A. (2006). Further development of measures of early math performance for preschoolers. Journal of School Psychology, 44, 533-553.


Van de Rijt, B. A. M. (1996). Voorbereidende rekenvaardigheiden bij kleuters [Early mathematical competence in young children]. Doctoral dissertation. Utrecht University. Doetinchem, The Netherlands: Graviant.


Van Luit, J. E. H., Van de Rijt, B. A. M., & Pennings, A. H. (1994). Utrechtse Gatalbegrip Toets, UGT [Early Numeracy Test]. Doetinchem, The Netherlands: Graviant.


Van Luit, J. E. H., Van de Rijt, B. A. M., & Aunio, P. (2006). Lukukäsitetesti. Helsinki, Psykologien Kustannus Oy.


Varelas, M. & Becker, J. (1997). Children's developing understanding of place value: Semiotic aspects. Cognition and Instruction, 15 (2), 265-286.


Wilson, A. J., Revkin, S. K., Cohen, D., Cohen, L. & Dehaene, S. (2006, May 30). An open trial assessment of the Number Race, an adaptive computer game for remediation of dyscalculia. Behavioral and Brain Functions,  2:20. doi:10.1186/1744-9081-2-20. Retrieved November 13, 2006, from


Wilson, J. T. L., Scott, J. H. & Power, G. (1987). Developmental differences in the span of visual memory for pattern. British Journal of Developmental Psychology 5, 249–255.

Woodcock, R. W., McGrew, K. S. & Mather, N. (2001). Woodcock-Johnson Tests of Achievement III. Rolling Meadows: Riverside Publishing.


Wright, R. J., Martland, J. & Stafford, A. K. (2006). Early Numeracy - Assessment for teaching and intervention. UK, London: Paul Chapman.


Wright, R. J., Martland, J., Stafford, A. K, & Stanger, G. (2006). Teaching Number. Advancing children’s skills & strategies. 2. ed. London: PCP.

sivun alkuun