Litteratur

Litteratur som används i Informationstjänsten om matematik (litteraturen i alfabetisk ordning)

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.

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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.

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

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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.

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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.

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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.

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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.

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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.

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

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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.

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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.

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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.

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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.

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