Koponen, T., Salmi, P., Eklund, K., & Aro, T. (2013). Counting and RAN: Predictors of arithmetic calculation and reading fluency. Journal of Educational Psychology, 105(1), 162.
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.
Bachman, H. J., Votruba-drzal, E., & Nokali, N. E. El. (2015). Opportunities for learning math in elementary school: Implications for SES disparities in procedural and conceptual math skills. American Educational Research Journal, 52(5), 894-923.
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.
Johnston, F. R. (2000). Word learning in predictable text. Journal of Educational Psychology, 92(2), 248.
Educators can play a key role in supporting children's Visual Processing.
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.
However, learners' Creativity continues to develop throughout adolescence, highlighting the need for educators to support opportunities for learners to exercise Creativity.
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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