Work

Expanding Task Instructions May Increase Fractions Problem Difficulty for Students With Mathematics Learning Disability

Year: 2019

Type: article

Source: Learning Disability Quarterly

DOI: 10.1177/0731948719865476

Authors: Katherine H. Herold, Allison M. Bock, Melissa M. Murphy, Michèle M. M. Mazzocco

Institutions: University of Minnesota, Century College, Norfolk Public Schools, Baltimore City Public Schools, Biloxi Public Schools, Emory University

Language: English

Topic: Cognitive and developmental aspects of mathematical skills

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: closed

Funders: National Institutes of Health, Eunice Kennedy Shriver National Institute of Child Health and Human Development

Award: COGNITIVE AND GENETIC CORRELATES OF EARLY MATH SKILLS

OpenAlex ID: W2964546845

FWCI: 0.735

Cites: 32

Cited by: 7

Related to: 10