초등학교 저학년 학생의 수학 성취도에 대한 예측변인 종단 연구

김애화 2014년
' 초등학교 저학년 학생의 수학 성취도에 대한 예측변인 종단 연구' 의 주제별 논문영향력
논문영향력 선정 방법
논문영향력 요약
주제
  • 특수교육
  • cognitive processing
  • magnitudecomparison
  • math
  • number sense
  • numbermeaning
  • subtractionfact
  • 간단뺄셈
  • 수 감각
  • 수량변별
  • 수의미
  • 수학
  • 인지처리
동일주제 총논문수 논문피인용 총횟수 주제별 논문영향력의 평균
4,707 0

0.0%

' 초등학교 저학년 학생의 수학 성취도에 대한 예측변인 종단 연구' 의 참고문헌

  • 한국형 학습장애 진단 모형 탐색: 읽기 성취와 읽기 심리처리를 통한 읽기장애 진단 모형
    김애화 학습장애연구 8 (2) : 47 ~ 64 [2011]
  • 한국형 학습장애 개념에 대한 고찰
    김애화 학습장애연구 9 (1) : 41 ~ 65 [2012]
  • 초등학교 수학학습장애아동과 수학학습부진아동의 수감각과 작업기억 비교
    정대영 특수교육학연구 45 (4) : 71 ~ 90 [2011]
  • 조기 수학 검사 개발 연구
    김애화 유현실 교과교육학연구 16 (1) : 347 ~ 370 [2012]
  • 수학 학습장애 위험학생 조기선별검사 개발: 교육과정중심측정 원리를 반영한 수감각검사
    김애화 특수교육학연구 40 (4) : 103 ~ 134 [2006]
  • Working memory, short-term memory, and naming speed as predictors of children’s mathematical performance
    Swanson, L. Intelligence 35 : 151 ~ 168 [2007]
  • Working memory in children’s mental arithmetic
    Adams, J. W. Journal of Experimental Child Psychology 67 : 21 ~ 38 [1997]
  • Working memory in children with specific arithmetical learning disabilities
    Hitch, G. J. British Journal of Psychology 82 : 375 ~ 386 [1991]
  • Working memory and mathematics : A review of developmental, individual difference, and cognitive approaches
    Raghubar, K. P. Learning and Individual Differences 20 : 110 ~ 122 [2010]
  • Working memory and children’s mathematical skills : Implications for mathematical development and mathematics curricula
    Holmes, J. Educational Psychology 26 : 339 ~ 366 [2006]
  • Working memory and access to numerical information in children with disability in mathematics
    Passolunghi, M. C. Journal of Experimental Child Psychology 88 : 348 ~ 367 [2004]
  • Working Memory, Attention, and Mathematical Problem Solving : A Longitudinal Study of Elementary School Children
    Swanson, H. L. Journal of Educational Psychology 103 (4) : 821 ~ 837 [2011]
  • Using measures of number sense to screen for difficulties in mathematics : Preliminary findings
    Chard, D. J. Assessment for Effective Intervention 30 (2) : 3 ~ 14 [2005]
  • Time required for judgements of numerical inequality
    Moyer, R. S. Nature 215 : 1519 ~ 1520 [1967]
  • Three parietal circuits for number processing
    Dehaene, S. Cognitive Neuropsychology 20 : 487 ~ 506 [2003]
  • The relations between phonological processing abilities and emerging individual differences in mathematical computation skills : a longitudinal study from second to fifth grade
    Hecht, S. A. Journal of Experimental Child Psychology 79 : 192 ~ 227 [2001]
  • The prevention, identification, and cognitive deteminants of math difficulty
    Fuchs, L, S. Journal of Educational Psychology 97 (3) : 493 ~ 513 [2005]
  • The predictive value of numerical magnitude comparison for individual differences in mathematics achievement
    De Smedt, B. Journal of Experimental Child Psychology 103 : 469 ~ 479 [2009]
  • The importance of number sense to mathematics achievement in first and third grades
    Jordan, N. C. Learning and Individual Differences 20 : 82 ~ 88 [2010]
  • Test of early mathematics ability
    Ginsburg, H. P. Pro-Ed [1990]
  • Sources of developmental change in children’s word-problem performance
    Kail, R. Journal of Educational Psychology 91 : 660 ~ 668 [1999]
  • Re-thinking the primary school math curriculum : An approach based on cognitive science
    Griffin, S. Issues in Education 3 (1) : 1 ~ 9 [1997]
  • Rapid automatized naming(RAN) : Dyslexia differentiated from other learning disabilities
    Denckla, M. B. Neuropsychologia 14 : 471 ~ 479 [1976]
  • Proficiency in basic fact computation of learning disabled and nondisabled children
    Fleischner, J. E. Focus on Learning Problems in Mathematics 4 : 47 ~ 55 [1982]
  • Problem solving and computational skill: Are they shared or distinct aspects of mathematical cognition?
    Fuchs, L, S. Journal of Educational Psychology 100 : 30 ~ 47 [2008]
  • Predicting First-grade math achievement from developmental number sense trajectories
    Jordan, N. C. Learning Disabilities 22 (1) : 36 ~ 46 [2007]
  • Performance across different areas of mathematical cognition in children with learning difficulties
    Hanich, L. B. Journal of Educational Psychology 93 : 615 ~ 626 [2001]
  • On the importance of cognitive processing perspective : an introduction
    Fuchs, D. Journal of Learning Disabilities 44 : 99 ~ 104 [2011]
  • Numerical magnitude representations influence arithmetic learning
    Booth, J. Child Development 79 : 1016 ~ 1031 [2008]
  • Number sense growth in kindergarten : A longitudinal investigation of children at risk for mathematics difficulties
    Jordan, N. C. Child Development 77 : 153 ~ 175 [2006]
  • Number Sense : Rethinking arithmetic instruction for students with mathematical disabilities
    Gersten, R. The Journal of Special Education 33 (1) : 18 ~ 28 [1999]
  • Mathematics intervention for First-and Second-grade students with mathematics difficulties
    Bryant, D. P. Remedial and Spacial Education 29 (1) : 20 ~ 32 [2008]
  • Mathematics and learning disabilities
    Geary, D. C. Journal of Learning Disabilities 37 : 4 ~ 15 [2004]
  • Mathematical disabilities : Cognitive, neuropsychological and genetic components
    Geary, D. C. Psychological Bulletin 114 : 345 ~ 362 [1993]
  • Math disabilities: A selective meta-analysis of the literature
    Swanson, H. L. Review of Educational Research 79 (2) : 249 ~ 274 [2006]
  • Kindergarten predictors of math learning disability
    Mazzocco, M. M. M Learning Disabilities Research & Practice 20 (3) : 142 ~ 155 [2005]
  • Extended practice of basic addition facts : Strategy changes in learning disabled students
    Goldman, S. R. Cognition & Instruction 5 : 223 ~ 265 [1988]
  • Exploring the microstructure of children's central conceptual structures in the domain of number
    Okamoto, Y. Monographs of the Society for Research in Child Development 61 : 27 ~ 59 [1996]
  • Executive functioning as a predictor of children’s mathematics ability : Inhibition, switching, and working memory
    Bull, R. Developmental Neuropsychology 19 : 273 ~ 293 [2001]
  • Even before formal instruction : Chinese children outperform American children in mental addition
    Geary, D. C. Cognitive Development 8 : 517 ~ 529 [1993]
  • Emerging Minds: The Process of Change in Children’s Thinking
    Siegler, R. S. Oxford University Press [1996]
  • Elementary and middle school mathematics: Teaching developmentally
    Van de Walle, J. A. Pearson Education, Inc [2009]
  • Effects of problem size and arithmetic operation on brain activation in children with varying levels of arithmetical fluency
    De Smedt, B. Neuroimage 52 : 771 ~ 781 [2011]
  • Early number knowledge and cognitive ability affect early arithmetic ability
    O¨stergren, R. Journal of Experimental Child Psychology 115 : 405 ~ 421 [2013]
  • Early identification and interventions for students with mathematics difficulties
    Gersten, R. Journal of Learning Disabilities 38 (4) : 293 ~ 304 [2005]
  • Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia
    Piazza, M. Cognition 116 : 33 ~ 41 [2010]
  • Developmental dyscalculia and basic numerical capacities : A study of 8-. 9-year-old students
    Landerl, K. Cognition 93 : 99 ~ 125 [2004]
  • Developmental dyscalculia : Prevalence and demographic features
    Gross-Tsur, V. Developmental Medicine and Child Neurology 38 : 25 ~ 33 [1996]
  • Developmental differences in addition strategies : A comparison of mathematically disabled and mathematically normal children
    Ostad, S. A. British Journal of Educational Psychology 67 : 345 ~ 357 [1997]
  • Developmental and individual differences in pure numerical estimation
    Booth, J. L. Developmental Psychology 42 : 189 ~ 101 [2006]
  • Development of numerical estimation in young children
    Siegler, R. S. Child Development 75 : 428 ~ 444 [2004]
  • Developing children’ understanding of the rational numbers : A new model and an experimental curriculum
    Moss, J. Journal for Research in Mathematics Education 30 (2) : 122 ~ 147 [1999]
  • Counting knowledge and skill in cognitive additional A comparison of normal and mathematically disabled children
    Geary, D. C. Journal of Experimental Child Psychology 54 (3) : 372 ~ 391 [1992]
  • Cognitive mechanisms underlying achievement deficits in children with mathematical learning disability
    Geary, D. C. Child Development 78 : 1343 ~ 1359 [2007]
  • Cognitive correlates of math skills in third-grade students
    Männamaa, M. Educational Psychology 32 (1) : 17 ~ 40 [2012]
  • Cognitive arithmetic differences in learning difficulty groups and the role of behavioral inattention
    Chirino, P. T. Learning Disabilities Research & Practice 22 : 25 ~ 35 [2007]
  • Cognitive arithmetic and problem solving : A comparison of children with specific and general mathematics difficulties
    Jordan, N. C. Journal of Learning disabilities 30 : 624 ~ 634 [1997]
  • Cognitive addition : Comparison of learning disabled and academically normal elementary school children
    Geary, D. C. Cognitive Development 2 : 249 ~ 269 [1987]
  • Cognitive addition : A shortlongitudinal study of strategy choice and speed-of-processing differences in normal and mathematically disabled children
    Geary, D. C. Developmental Psychology 27 : 787 ~ 797 [1991]
  • Classroom Lessons: Integrating Cognitive Theory and Classroom Practice
    Griffin, S. MIT Press : 25 ~ 49 [1994]
  • Children’s arithmetical difficulties: Contributions from processing speed, item identification, and short-term memory
    Bull Bull, R. Johnston Journal of Experimental Child Psychology 65 : 1 ~ 4 [1997]
  • Arithmetic fact mastery in young children: A longitudinal investigation
    Jordan Jordan, N. C. Kaplan Journal of Experimental Child Psychology 85 : 103 ~ 119 [2003]
  • A preliminary investigation into the identification and development of early mathematics curriculum-based measurement
    Clarke, B. School Psychology Review 33 : 234 ~ 248 [2004]