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Arithmetic word problem solving. Analysis of Singaporean and Spanish textbooks

Educational studies in mathematics, 2022-11, Vol.111 (3), p.375-397

2022

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Comparison of the level of authenticity of arithmetic word problems in Spanish and Singaporean textbooks (Comparación del nivel de autenticidad de los problemas aritméticos verbales de los libros de texto españoles y singapurenses)

Cultura y educacion, 2021-01, Vol.33 (1), p.106-133

2021

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Connecting goals and actions during reading: the role of illustrations

Reading & writing, 2014-01, Vol.27 (1), p.153-170

2014

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Arithmetic word problem solving: evidence for a magnitude-based mental representation

Memory & cognition, 2013, Vol.41 (1), p.98-108

2013

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Preschool Teachers’ Engagement in Professional Development: Frequency, Perceived Usefulness, and Relationship with Self-Efficacy Beliefs

Psychology, society & education, 2017-01, Vol.9 (2), p.181-199

2017

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Learning areas for holistic education: kindergarten teachers’ curriculum priorities, professional development needs, and beliefs

International journal of child care and education policy (Seoul), 2016-11, Vol.10 (1), Article 8

2016

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Heterogeneity in children at risk of math learning difficulties

Child development, 2023-07, Vol.94 (4), p.1033-1048

2023

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The Effect of External Representations on Compare Word Problems: Supporting Mental Model Construction

The Journal of experimental education, 2013-07, Vol.81 (3), p.337-355

2013

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Numerical Magnitude Understanding in Kindergartners: A Specific and Sensitive Predictor of Later Mathematical Difficulties?

Journal of educational psychology, 2021-07, Vol.113 (5), p.911-928

2021

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Socioeconomic status, home mathematics environment and math achievement in kindergarten: A mediation analysis

Developmental science, 2021-11, Vol.24 (6), p.e13135-n/a

2021

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The development of number line estimation in children at risk of mathematics learning difficulties: A longitudinal study

Journal of experimental child psychology, 2024-07, Vol.243, p.105916-105916, Article 105916

2024

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Maternal education and siblings: Agents of cognitive development in kindergarten

Developmental science, 2022-07, Vol.25 (4), p.e13218-n/a

2022

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Supporting the understanding of cardinal number knowledge in preschoolers: Evidence from instructional practices based on finger patterns

Early childhood research quarterly, 2022, Vol.61, p.81-89

2022

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Cross- and Within-Domain Associations of Early Reading and Mathematical Skills: Changes Across the Preschool Years

Frontiers in psychology, 2021-10, Vol.12, p.710470-710470

2021

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Mapping skills between symbols and quantities in preschoolers: The role of finger patterns

Developmental science, 2024-09, Vol.27 (5), p.e13529-n/a

2024

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Working Memory and Numeracy Training for Children With Math Learning Difficulties: Evidence From a Large-Scale Implementation in the Classroom

Journal of educational psychology, 2022-11, Vol.114 (8), p.1866-1880

2022

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Non-symbolic Ratio Reasoning in Kindergarteners: Underlying Unidimensional Heuristics and Relations With Math Abilities

Frontiers in psychology, 2022-02, Vol.13, p.800977-800977

2022

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Interrelations Between Acuity of the Approximate Number System and Symbolic Skills in Preschool Children

Journal of cognition and development, 2024-10, Vol.25 (5), p.754-775

2024

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Finger Configurations and Kindergarteners’ Mathematical Abilities

Journal of cognition and development, 2024-09, p.1-25

2024

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Effects of Numerical Surface Form in Arithmetic Word Problems

Psicológica (Valencia), 2015, Vol.36 (2), p.265

2015

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Inverse reference in subtraction performance: An analysis from arithmetic word problems

Quarterly journal of experimental psychology (2006), 2012-04, Vol.65 (4), p.725-738

2012

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Numeral order and the operationalization of the numerical system

Quarterly journal of experimental psychology (2006), 2022-03, Vol.75 (3), p.406-421

2022

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Disentangling the Mechanisms of Symbolic Number Processing in Adults’ Mathematics and Arithmetic Achievement

Cognitive science, 2019-01, Vol.43 (1), p.n/a

2019

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Marcadores nucleares de la competencia aritmética en preescolares

Psychology, society & education, 2017-01, Vol.9 (1), p.121-134

2017

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Arithmetic word problem solving. Analysis of Singaporean and Spanish textbooks

Comparison of the level of authenticity of arithmetic word problems in Spanish and Singaporean textbooks (Comparación del nivel de autenticidad de los problemas aritméticos verbales de los libros de texto españoles y singapurenses)

Connecting goals and actions during reading: the role of illustrations

Arithmetic word problem solving: evidence for a magnitude-based mental representation

Preschool Teachers’ Engagement in Professional Development: Frequency, Perceived Usefulness, and Relationship with Self-Efficacy Beliefs

Learning areas for holistic education: kindergarten teachers’ curriculum priorities, professional development needs, and beliefs

Heterogeneity in children at risk of math learning difficulties

The Effect of External Representations on Compare Word Problems: Supporting Mental Model Construction

Numerical Magnitude Understanding in Kindergartners: A Specific and Sensitive Predictor of Later Mathematical Difficulties?

Socioeconomic status, home mathematics environment and math achievement in kindergarten: A mediation analysis

The development of number line estimation in children at risk of mathematics learning difficulties: A longitudinal study

Maternal education and siblings: Agents of cognitive development in kindergarten

Supporting the understanding of cardinal number knowledge in preschoolers: Evidence from instructional practices based on finger patterns

Cross- and Within-Domain Associations of Early Reading and Mathematical Skills: Changes Across the Preschool Years

Mapping skills between symbols and quantities in preschoolers: The role of finger patterns

Working Memory and Numeracy Training for Children With Math Learning Difficulties: Evidence From a Large-Scale Implementation in the Classroom

Non-symbolic Ratio Reasoning in Kindergarteners: Underlying Unidimensional Heuristics and Relations With Math Abilities

Interrelations Between Acuity of the Approximate Number System and Symbolic Skills in Preschool Children

Finger Configurations and Kindergarteners’ Mathematical Abilities

Effects of Numerical Surface Form in Arithmetic Word Problems

Inverse reference in subtraction performance: An analysis from arithmetic word problems

Numeral order and the operationalization of the numerical system

Disentangling the Mechanisms of Symbolic Number Processing in Adults’ Mathematics and Arithmetic Achievement

Marcadores nucleares de la competencia aritmética en preescolares

What research is important today in human development, learning and education? JSED Editors' reflections and research calls (¿Qué investigación es importante hoy día en desarrollo humano, aprendizaje y educación? Reflexiones y llamamientos de investigación de los Editores de JSED)

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