| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
An fMRI investigation of instructional guidance in mathematical problem solving
|
Lee, Hee Seung
|
|
2014
|
8-9 |
2 |
p. 50-62
13 p.
|
article
|
| 2 |
Bilingual benefits in education and health
|
Spitzer, Manfred
|
|
2016
|
8-9 |
2 |
p. 67-76
10 p.
|
article
|
| 3 |
Contributions of longitudinal studies to evolving definitions and knowledge of developmental dyscalculia
|
Mazzocco, Michèle M.M.
|
|
2013
|
8-9 |
2 |
p. 65-73
9 p.
|
article
|
| 4 |
Core deficit and individual manifestations of developmental dyscalculia (DD): The role of comorbidity
|
Landerl, Karin
|
|
2013
|
8-9 |
2 |
p. 38-42
5 p.
|
article
|
| 5 |
Developmental dyscalculia: Fresh perspectives
|
Szűcs, Dénes
|
|
2013
|
8-9 |
2 |
p. 33-37
5 p.
|
article
|
| 6 |
Developmental trajectories of grey and white matter in dyscalculia
|
Ranpura, Ashish
|
|
2013
|
8-9 |
2 |
p. 56-64
9 p.
|
article
|
| 7 |
How do symbolic and non-symbolic numerical magnitude processing skills relate to individual differences in children's mathematical skills? A review of evidence from brain and behavior
|
De Smedt, Bert
|
|
2013
|
8-9 |
2 |
p. 48-55
8 p.
|
article
|
| 8 |
How symbols transform brain function: A review in memory of Leo Blomert
|
van Atteveldt, Nienke
|
|
2014
|
8-9 |
2 |
p. 44-49
6 p.
|
article
|
| 9 |
Interventions for improving numerical abilities: Present and future
|
Cohen Kadosh, Roi
|
|
2013
|
8-9 |
2 |
p. 85-93
9 p.
|
article
|
| 10 |
Multiple components of developmental dyscalculia
|
Fias, Wim
|
|
2013
|
8-9 |
2 |
p. 43-47
5 p.
|
article
|
| 11 |
Neurocognitive mechanisms of the “testing effect”: A review
|
van den Broek, Gesa
|
|
2016
|
8-9 |
2 |
p. 52-66
15 p.
|
article
|
| 12 |
Neurodevelopment of relational reasoning: Implications for mathematical pedagogy
|
Miller Singley, Alison T.
|
|
2014
|
8-9 |
2 |
p. 33-37
5 p.
|
article
|
| 13 |
Reconciling individual differences with collective needs: The juxtaposition of sociopolitical and neuroscience perspectives on remediation and compensation of student skill deficits
|
Hale, James B.
|
|
2016
|
8-9 |
2 |
p. 41-51
11 p.
|
article
|
| 14 |
Skills underlying mathematics: The role of executive function in the development of mathematics proficiency
|
Cragg, Lucy
|
|
2014
|
8-9 |
2 |
p. 63-68
6 p.
|
article
|
| 15 |
Teaching, naturally
|
Strauss, Sidney
|
|
2014
|
8-9 |
2 |
p. 38-43
6 p.
|
article
|
| 16 |
Testing alters brain activity during subsequent restudy: Evidence for test-potentiated encoding
|
Vestergren, Peter
|
|
2014
|
8-9 |
2 |
p. 69-80
12 p.
|
article
|
| 17 |
Walk the number line – An embodied training of numerical concepts
|
Link, Tanja
|
|
2013
|
8-9 |
2 |
p. 74-84
11 p.
|
article
|
Journal description