Devine, A., Hill, F., Carey, E., & Szűcs, D. (2018). Cognitive and emotional math problems largely dissociate: Prevalence of developmental dyscalculia and mathematics anxiety. Journal of Educational Psychology, 110(3), 431.
Products can also enable educators to provide timely feedback and guidance during guided inquiry, such as providing learners with explanations, clarifications, hints, or nudges, as well as correcting misconceptions that the learner may demonstrate.
Kluwin, T. N., Stinson, M. S., & Colarossi, G. M. (2002). Social processes and outcomes of in-school contact between deaf and hearing peers. Journal of Deaf Studies and Deaf Education, 7(3), 200-213.
Educators should take into account that learners who struggle with Sensory Integration or motor skills may find it difficult to modulate their pencil pressure and should consider how to adjust the medium accordingly.
Developers can incorporate goal-setting and progress-monitoring tools into educational applications in various ways including a dashboard that includes personalized goals and visualizations of progress.
Providing instructional steps clearly and concisely can help learners understand classroom expectations, reduce cognitive load, and complete tasks more efficiently.
Educators should take into account that learners who struggle with Sensory Integration or motor skills may find it difficult to modulate their pencil pressure, and can consider adjusting the medium accordingly.
Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(3), 157-163.
Medwell, J., & Wray, D. (2014). Handwriting automaticity: the search for performance thresholds. Language and Education, 28(1), 34-51.
Andersson, U. (2008). Working memory as a predictor of written arithmetical skills in children: The importance of central executive functions. The British Journal of Educational Psychology, 78(2), 181–203.
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