Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities?

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Items 101–200 of 264

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2. Applying a Universal Design for Learning Framework to Mediate the Language Demands of Mathematics
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4. Improving Language Comprehension to Enhance Word-Problem Solving
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6. Kindergarten domain-specific and domain-general cognitive precursors of hierarchical mathematical development: A longitudinal study.
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9. Task Characteristics Associated with Mathematical Word Problem-Solving Performance Among Elementary School-Aged Children: A Systematic Review and Meta-Analysis
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20. Improving math self-efficacy and math self-concept in middle school: a narrative systematic review
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21. Mathematics and Reading Develop Together in Young Children: Practical and Policy Considerations
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24. The Developing Mental Number Line: Does Its Directionality Relate to 5- to 7-Year-Old Children’s Mathematical Abilities?
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27. The influence of test mode and visuospatial ability on mathematics assessment performance
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39. Individual characteristics associated with elementary school children's mathematical word problem‐solving skills: A systematic review and meta‐analysis
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49. Uncovering the reciprocal relationship between domain-specific and domain-general skills: Combined numerical and working memory training improves children’s mathematical knowledge
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50. Development and Validation of a Mathematics-number sense Web-based Test Battery
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51. Early Numerical Competencies of Students with Different Forms of Mathematics Difficulty
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52. Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities: Does Language of Administration Matter?
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53. Associative Cognitive Factors of Math Problems in Students Diagnosed With Developmental Dyscalculia
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54. Exploring Individual Differences in Children's Mathematical Skills: A Correlational and Dimensional Approach
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