Lee, J. K., Licwinko, S., & Taylor-Buckner, N. (2013). Exploring mathematical reasoning of the order of operations: Rearranging the procedural component PEMDAS. Journal of Mathematics Education at Teachers College, 4(2).
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.
Johnston, F. R. (2000). Word learning in predictable text. Journal of Educational Psychology, 92(2), 248.
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.
Dyer, A., MacSweeney, M., Szczerbinski, M., Green, L., & Campbell, R. (2003). Predictors of reading delay in deaf adolescents: The relative contributions of rapid automatized naming speed and phonological awareness and decoding. Journal of Deaf Studies and Deaf Education, 8(3), 215-229.
Matang, R. A., & Owens, K. (2014). The role of indigenous traditional counting systems in children's development of numerical cognition: Results from a study in Papua New Guinea. Mathematics Education Research Journal, 26, 531-553.
Barnett, A., Henderson, S., Scheib, B., & Schulz, J. (2007). The Detailed Assessment of Speed of Handwriting (DASH). Manual. Pearson Education.
Educators can play a key role in supporting children's Visual Processing.
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.
However, learners' Creativity continues to develop throughout adolescence, highlighting the need for educators to support opportunities for learners to exercise Creativity.
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