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Original Articles

Development of Number Line Representations in Children With Mathematical Learning Disability

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Pages 277-299 | Published online: 12 May 2008

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (29)

Rickard Östergren, Ulf Träff, Jessica Elofsson, Hugo Hesser & Joakim Samuelsson. (2023) Memorization versus conceptual practice with number combinations: their effects on second graders with different types of mathematical learning difficulties. Scandinavian Journal of Educational Research 0:0, pages 1-16.
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Nicole R. Scalise & Geetha B. Ramani. (2021) Symbolic Magnitude Understanding Predicts Preschoolers’ Later Addition Skills. Journal of Cognition and Development 22:2, pages 185-202.
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Kelsey J. MacKay, Filip Germeys, Wim Van Dooren, Lieven Verschaffel & Koen Luwel. (2020) Comparing eye fixation and mouse cursor response modes in number line estimation. Journal of Cognitive Psychology 32:8, pages 827-840.
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Ulf Träff, Linda Olsson, Rickard Östergren & Kenny Skagerlund. (2020) Development of early domain-specific and domain-general cognitive precursors of high and low math achievers in grade 6. Child Neuropsychology 26:8, pages 1065-1090.
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Meghna Soni & Yukari Okamoto. (2020) Improving children’s fraction understanding through the use of number lines. Mathematical Thinking and Learning 22:3, pages 233-243.
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Venera Gashaj, Nicole Oberer, Fred W. Mast & Claudia M. Roebers. (2019) The Relation Between Executive Functions, Fine Motor Skills, and Basic Numerical Skills and Their Relevance for Later Mathematics Achievement. Early Education and Development 30:7, pages 913-926.
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Marja Eliisa Holm, Markku Sakari Hannula & Piia Maria Björn. (2017) Mathematics-related emotions among Finnish adolescents across different performance levels. Educational Psychology 37:2, pages 205-218.
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Maria Christina Secher Schmidt. (2016) Dyscalculia ≠ maths difficulties. An analysis of conflicting positions at a time that calls for inclusive practices. European Journal of Special Needs Education 31:3, pages 407-421.
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Carlos O. Calderón-Tena. (2016) Mathematical development: the role of broad cognitive processes. Educational Psychology in Practice 32:2, pages 107-121.
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Maria Chiara Passolunghi & Hiwet Mariam Costa. (2016) Working memory and early numeracy training in preschool children. Child Neuropsychology 22:1, pages 81-98.
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Erin E. Reid, Arthur J. Baroody & David J. Purpura. (2015) Assessing Young Children's Number Magnitude Representation: A Comparison Between Novel and Conventional Tasks. Journal of Cognition and Development 16:5, pages 759-779.
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Daisy Titeca, Herbert Roeyers, Annelies Ceulemans & Annemie Desoete. (2015) Early Numerical Competencies in 5- and 6-Year-Old Children With Autism Spectrum Disorder. Early Education and Development 26:7, pages 1012-1034.
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Jonna Salminen, Tuire Koponen, Pekka Räsänen & Mikko Aro. (2015) Preventive Support for Kindergarteners Most At-Risk for Mathematics Difficulties: Computer-Assisted Intervention. Mathematical Thinking and Learning 17:4, pages 273-295.
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Joke Torbeyns, Camilla Gilmore & Lieven Verschaffel. (2015) The Acquisition of Preschool Mathematical Abilities: Theoretical, Methodological and Educational Considerations. Mathematical Thinking and Learning 17:2-3, pages 99-115.
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Sarah R. Powell & Julie Nurnberger-Haag. (2015) Everybody Counts, but Usually Just to 10! A Systematic Analysis of Number Representations in Children’s Books. Early Education and Development 26:3, pages 377-398.
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Tanja Link, Hans-Christoph Nuerk & Korbinian Moeller. (2014) On the relation between the mental number line and arithmetic competencies. The Quarterly Journal of Experimental Psychology 67:8, pages 1597-1613.
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Ilona Friso-van den Bos, MeijkeE. Kolkman, EvelynH. Kroesbergen & PaulP. M. Leseman. (2014) Explaining Variability: Numerical Representations in 4- to 8-Year-Old Children. Journal of Cognition and Development 15:2, pages 325-344.
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Evelyn H. Kroesbergen, Jaccoline E. van ’t Noordende & Meijke E. Kolkman. (2014) Training working memory in kindergarten children: Effects on working memory and early numeracy. Child Neuropsychology 20:1, pages 23-37.
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Sandrine Mejias, Christophe Mussolin, Laurence Rousselle, Jacques Grégoire & Marie-Pascale Noël. (2012) Numerical and nonnumerical estimation in children with and without mathematical learning disabilities. Child Neuropsychology 18:6, pages 550-575.
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JosephE. Morin & DavidJ. Franks. (2009) Why Do Some Children Have Difficulty Learning Mathematics? Looking at Language for Answers. Preventing School Failure: Alternative Education for Children and Youth 54:2, pages 111-118.
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DAVIDC. GEARY. (2008) Whither Evolutionary Educational Psychology?. Educational Psychologist 43:4, pages 217-226.
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DanielB. Berch. (2008) Working Memory and Mathematical Cognitive Development: Limitations of Limited-Capacity Resource Models. Developmental Neuropsychology 33:3, pages 427-446.
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KevinJ. Grimm. (2008) Longitudinal Associations Between Reading and Mathematics Achievement. Developmental Neuropsychology 33:3, pages 410-426.
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Michèle M. M. Mazzocco, KathleenT. Devlin & SarahJ. McKenney. (2008) Is it a Fact? Timed Arithmetic Performance of Children With Mathematical Learning Disabilities (MLD) Varies as a Function of How MLD is Defined. Developmental Neuropsychology 33:3, pages 318-344.
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M. Chiara Passolunghi, IreneC. Mammarella & Gianmarco Altoè. (2008) Cognitive Abilities as Precursors of the Early Acquisition of Mathematical Skills During First Through Second Grades. Developmental Neuropsychology 33:3, pages 229-250.
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Michèle M. M. Mazzocco. (2008) Introduction: Mathematics Ability, Performance, and Achievement. Developmental Neuropsychology 33:3, pages 197-204.
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