Leren rekenen | Bronnen

In onze publicatie Leren rekenen hebben wij heel veel bronnen gebruikt. Op deze pagina vind je de bronnen overzichtelijk op een rij.

A. Referenties | Getalbegrip

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A1) Bartelet, D., Vaessen, A., Blomert, L., & Ansari, D. (2014). What basic number processing measures in kindergarten explain unique variability in first-grade arithmetic proficiency?. Journal of experimental child psychology117, 12-28.

A2) Butterworth, B. (2010). Foundational numerical capacities and the origins of dyscalculia. Trends in cognitive sciences14(12), 534-541.

A3) Dehaene, S. (2011). The number sense: How the mind creates mathematics. OUP USA.

A4) Devlin, B. L., Jordan, N. C., & Klein, A. (2022). Predicting mathematics achievement from subdomains of early number competence: Differences by grade and achievement level. Journal of experimental child psychology217, 105354.

A5) Gallistel, C. R., & Gelman, R. (2000). Non-verbal numerical cognition: From reals to integers. Trends in cognitive sciences4(2), 59-65.

A6) Guillaume, M., Nys, J., Mussolin, C., & Content, A. (2013). Differences in the acuity of the Approximate Number System in adults: The effect of mathematical ability. Acta Psychologica,144 (3), 506-512,doi: j.actpsy.2013.09.001.

A7) Jordan, N. C., Devlin, B. L., & Botello, M. (2022). Core foundations of early mathematics: Refining the number sense framework. Current Opinion in Behavioral Sciences46, 101181

A8) Knudsen, B., Fischer, M., & Aschersleben, G. (2015). The development of Arabic digit knowledge in 4-to-7-year-old children. Journal of Numerical Cognition1(1), 21-37.

A9) Lyons, I. M., Price, G. R., Vaessen, A., Blomert, L., & Ansari, D. (2014). Numerical predictors of arithmetic success in grades 1–6. Developmental science17(5), 714-726.

A10) Milikowski, M. (2012). Dyscalculie en rekenproblemen. Amsterdam: Uitgeverij Boom.

A11) Pica, P., Lemer, C., Izard, V., & Dehaene, S. (2004). Exact and approximate arithmetic in an Amazonian indigene group. Science306(5695), 499-503.

A12) Starr, A., Libertus, M. E., & Brannon, E. M. (2013). Number sense in infancy predicts mathematical abilities in childhood. Proceedings of the National Academy of Sciences110(45), 18116-18120.

A13) Vanbinst, K., Ansari, D., Ghesquière, P., & De Smedt, B. (2016). Symbolic numerical magnitude processing is as important to arithmetic as phonological awareness is to reading. PloS one11(3), e0151045.

A14) Wynn, K. (1992). Children’s acquisition of the number words and the counting system. Cognitive Psychology, 24(2), 220-252. https://doi.org/10.1016/0010-0285(92)90008-P

B. Referenties | Werkgeheugen

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B1) Alloway, T. P., & Passolunghi, M. C. (2011). The relationship between working memory, IQ, and mathematical skills in children. Learning and Individual Differences21(1), 133-137.

B2) Alloway, T. P., Gathercole, S. E., Adams, A., Willis, C., Eaglen, R., & Lamont, E. (2005). Working memory and phonological awareness as predictors of progress towards early learning goals at school entry. British Journal of Developmental Psychology, 23, 417- 426. doi:10.1348/026151005X26804

B3) Baddeley, A. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4, 417–423. doi:10.1016/S1364-6613(00)01538-2

B4) Baddeley, A. D., & Hitch, G. J. (1974). Working memory. The Psychology of Learning and Motivation, 8, 47-89.

B5) DeStefano, D., & LeFevre, J. (2004). The role of working memory in mental arithmetic. European Journal of Cognitive Psychology, 16, 353-386. doi:10.1080/09541440244000328

B6) De Smedt, B., Janssen, R., Bouwens, K., Verschaffel, L., Boets, B., & Ghesquière, P. (2009). Working memory and individual differences in mathematics achievement: A longitudinal study from first grade to second grade. Journal of experimental child psychology103(2), 186-201.

B7) Friso-van den Bos, I., van der Ven, S. H., Kroesbergen, E. H., & van Luit, J. E. (2013). Working memory and mathematics in primary school children: A meta-analysis. Educational research review, 10, 29-44. doi:10.1016/j.edurev.2013.05.003

B8) Fürst, A. J., & Hitch, G. J. (2000). Separate roles for executive and phonological components of working memory in mental arithmetic. Memory & Cognition, 28, 774-782. doi:10.3758/BF03198412

B9) Geary, D. C. (2011). Consequences, characteristics, and causes of mathematical learning disabilities and persistent low achievement in mathematics. Journal of Developmental & Behavioral Pediatrics32(3), 250-263.

B10) Holmes, J., Adams, J. W., & Hamilton, C. J. (2008). The relationship between visuospatial sketchpad capacity and children’s mathematical skills. European Journal of Cognitive Psychology, 20, 272-290. doi:10.1080/09541440701612702

B11) Meyer, M. L., Salimpoor, V. N., Wu, S.S., Geary, D. C., & Menon, V. (2010). Differential contribution of specific working memory components to mathematics achievement in 2nd and 3rd graders. Learning and Individual Differences, 20, 101-109. doi:10.1016/j.lindif.2009.08.004

B12) Passolunghi, M. C., & Siegel, L. S. (2004). Working memory and access to numerical information in children with disability in mathematics. Journal of Experimental Child Psychology, 88, 348-367. doi:10.1016/j.jecp.2004.04.002

C. Referenties | Executieve functies

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C1) Bull, R., & Lee, K. (2014). Executive functioning and mathematics achievement. Child development perspectives8(1), 36-41.

C2) Emslander, V., & Scherer, R. (2022). The relation between executive functions and math intelligence in preschool children: A systematic review and meta-analysis. Psychological Bulletin148(5-6), 337.

C3) Miyake, A., & Friedman, N. P. (2012). The nature and organization of individual differences in executive functions: Four general conclusions. Current directions in psychological science21(1), 8-14.

C4) Smidts, D., & Huizinga, M. (2011). Gedrag in uitvoering. Executieve functies bij kinderen en pubers. Amsterdam: Uitgeverij Nieuwezijds.

C5) Toll, S. W. M., Van der Ven, S. H. G., Kroesbergen, E. H., & Van Luit, J. E. H. (2011). Executive functions as predictors of math learning disabilities. Journal of Learning Disabilities, 44, 521-532. doi:10.1177/0022219410387302

D. Referenties | Rekenangst

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D1) Ashcraft, M. H., & Krause, J. A. (2007). Working memory, math performance, and math anxiety. Psychonomic bulletin & review14, 243-248.

D2) 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 Psychology110(3), 431.

D3) Dowker, A. (2019). Mathematics anxiety and performance. In Mathematics Anxiety (pp. 62-76). Routledge.

D4) Lyons, I. M., & Beilock, S. L. (2012). When math hurts: math anxiety predicts pain network activation in anticipation of doing math. PloS one7(10), e48076.

D5) Maloney, E. A., & Beilock, S. L. (2012). Math anxiety: Who has it, why it develops, and how to guard against it. Trends in cognitive sciences16(8), 404-406.

D6) Mammarella, I. C., Caviola, S., & Dowker, A. (Eds.). (2019). Mathematics anxiety: What is known, and what is still missing. Routledge.

D7) Passolunghi, M. C., Živković, M., & Pellizzoni, S. (2019). Mathematics anxiety and working memory: What is the relationship? In Mathematics Anxiety (pp. 103-125). Routledge.

D8) Van Luit., H. (2018). Dit is Dyscalculie: achtergrond en aanpak. Tielt: Lannoo campus.

E. Bronnen | Voorbereidend rekenen

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E1) Anderson, A., Anderson, J., & Shapiro, J. (2005). Supporting multiple literacies: Parents’ and children’s mathematical talk within storybook reading. Mathematics Education Research Journal, 16(3), 5–26. https://doi.org/10.1007/BF03217399

E2) Aunio, P., Heiskari, P., Van Luit, J.E.H., & Vuorio, J.-M. (2015). The development of early numeracy skills in kindergarten in low-, average- and high-performance groups. Journal of Early Childhood Research, 13(1), 3–16. https://doi.org/10.1177/1476718X14538722

E3) Doabler, C. T., Clarke, B., Kosty, D., Smolkowski, K., Kurtz-Nelson, E., Fien, H., & Baker, S. K. (2019). Building number sense among English learners: A multisite randomized controlled trial of a Tier 2 kindergarten mathematics intervention. Early Childhood Research Quarterly, 47, 432-444.

E4) Dyson, N., Jordan, N. C., Beliakoff, A., & Hassinger-Das, B. (2015). A kindergarten number-sense intervention with contrasting practice conditions for low-achieving children. Journal for research in mathematics education, 46(3), 331-370.

E5) Halberda, J., Mazzocco, M. M., & Feigenson, L. (2008). Individual differences in non-verbal number acuity correlate with maths achievement. Nature, 455(7213), 665-668.

E6) Jordan, N. C., Glutting, J., Dyson, N., Hassinger-Das, B., & Irwin, C. (2012). Building kindergartners’ number sense: A randomized controlled study. Journal of educational psychology, 104(3), 647.

E7) Kermani, H. (2017). Computer mathematics games and conditions for enhance young children’s learning of number sense. Malaysian Journal of Learning and Instruction (MJLI), 14 (2), 23-57.

E8) King, Y. A., & Purpura, D. J. (2021). Direct numeracy activities and early math skills: Math language as a mediator. Early Childhood Research Quarterly, 54, 252-259.

E9) Liang, K., Ma, X., Zhang, J., Zhang, B., Xin, F., Yuan, Q., … & Tang, Y. (2023). A Pilot Movement Integrity with Intelligent Play Program (MIIP): Effects on Math Performance and Enjoyment for Preschoolers in China. In Child & Youth Care Forum (Vol. 52, No. 3, pp. 703-719). New York: Springer US.

E10) Liang, X., Yin, Y., Kang, J., & Wang, L. (2022). Can training in the approximate number system improve the informal mathematics ability of preschoolers? Acta Psychologica, 228, 103638.

E11) Link, T., Moeller, K., Huber, S., Fischer, U., & Nuerk, H.C. (2013). Walk the number line – An embodied training of numerical concepts. Trends in Neuroscience and Education, 2(2), 74-84. https://doi.org/10.1016/j.tine.2013.06.005

E12) Miller, T. (2018). Developing numeracy skills using interactive technology in a play-based learning environment. International journal of STEM education, 5, 1-11.

E13) Nelson, G., & McMaster, K. L. (2019). The effects of early numeracy interventions for students in preschool and early elementary: A meta-analysis. Journal of Educational Psychology, 111(6), 1001.

E14) Noteboom, A., Aartsen, A., & Lit, S. (2017). Tussendoelen rekenen-wiskunde voor het primair onderwijs. Uitwerkingen van rekendoelen voor groep 2 tot en met 8 op weg naar streefniveau 1S. Enschede: SLO. https://www.slo.nl/publicaties/@4587/tussendoelen-rekenen/

E15) Ros, B., Hickendorff, M., Keijzer, R., & van Luit, H. (2022). Leer ze rekenen: Praktische inzichten uit onderzoek voor leraren basisonderwijs. Ten Brink Uitgevers.

E16) Ruijssenaars, A. J. J. M., Van Luit, J. E. H., Van Lieshout, E. C. D. M., & Kroesbergen, E. H. (2021). Handboek dyscalculie en rekenproblemen. Een dynamisch ontwikkelingsperspectief. Rotterdam: Lemniscaat.

E17) Schacter, J., & Jo, B. (2016). Improving low-income preschoolers mathematics achievement with Math Shelf, a preschool tablet computer curriculum. Computers in Human Behavior55, 223-229.

E18) Sonneveld, L. (2024). Kleuters, ontwerpen en ruimtelijke vaardigheden. https://www.wetenschapsknooppuntzh.nl/blog/kleuters-ontwerpen-en-ruimtelijke-vaardigheden/

E19) Toll, S. W., & Van Luit, J. E. (2014). Effects of remedial numeracy instruction throughout kindergarten starting at different ages: Evidence from a large-scale longitudinal study. Learning and Instruction33, 39-49.

E20) Uttal, D. H., Miller, D. I., & Newcombe, N. S. (2013). Exploring and enhancing spatial thinking: Links to achievement in science, technology, engineering, and mathematics? Current Directions in Psychological Science22(5), 367-373.

E21) Van Luit, H. (2023). Voorbereidend en beginnend rekenen in groep 1 en 2. https://www.onderwijskennis.nl/kennisbank/voorbereidend-en-beginnend-rekenen-in-groep-1-en-2.

F. Bronnen | Begripsvorming en procedures

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F1) Fyfe, E. R., McNeil, N. M., & Borjas, S. (2015). Benefits of “concreteness fading” for children’s mathematics understanding. Learning and Instruction, 35, 104-120.

F2) Fyfe, E. R., & Nathan, M. J. (2019). Making “concreteness fading” more concrete as a theory of instruction for promoting transfer. Educational Review71(4), 403-422.

F3) Gersten, R., Chard, D. J., Jayanthi, M., Baker, S. K., Morphy, P., & Flojo, J. (2009). Mathematics instruction for students with learning disabilities: A meta-analysis of instructional components. Review of educational research79(3), 1202-1242.

F4) Matthews, P., & Rittle-Johnson, B. (2009). In pursuit of knowledge: Comparing self-explanations, concepts, and procedures as pedagogical tools. Journal of experimental child psychology104(1), 1-21.

F5) Rittle-Johnson, B., Schneider, M., & Star, J. R. (2015). Not a one-way street: Bidirectional relations between procedural and conceptual knowledge of mathematics. Educational Psychology Review27, 587-597.

F6) Ros, B., Hickendorff, M., Keijzer, R., & van Luit, H. (2022). Leer ze rekenen: Praktische inzichten uit onderzoek voor leraren basisonderwijs. Ten Brink Uitgevers.

F7) Schmeier, M. (2017). Effectief rekenonderwijs op de basisschool. Pica.

F8) Van Groenestijn, M., Borghouts, L., & Janssen, J. (2011). Protocol Ernstige RekenWiskunde-problemen en Dyscalculie. Basisonderwijs, speciaal basisonderwijs en speciaal onderwijs (2e herziene druk). Expertisecentrum Nederlands.

G. Bronnen | Automatiseren

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G1) Boaler, J., Williams, C., & Confer, A. (2015). Fluency without fear: Research evidence on the best ways to learn math facts. Reflections40(2), 7-12.

G2) Cozad, L. E., & Riccomini, P. J. (2016). Effects of digital-based math fluency interventions on learners with math difficulties: A Review of the literature. Journal of Special Education Apprenticeship5(2), n2.

G3) Emeny, W. G., Hartwig, M. K., & Rohrer, D. (2021). Spaced mathematics practice improves test scores and reduces overconfidence. Applied Cognitive Psychology35(4), 1082-1089.

G4) Kohn, A. (2014). Brain Science: overcoming the forgetting curve. Learning Solutions Magazine: https://www.learningguild.com/articles/1400/brain-science-overcoming-the-forgetting-curve/?rd=1

G5) Ros, B., Hickendorff, M., Keijzer, R., & van Luit, H. (2022). Leer ze rekenen: Praktische inzichten uit onderzoek voor leraren basisonderwijs. Ten Brink Uitgevers.

G6) Schmeier, M. (2017). Effectief rekenonderwijs op de basisschool. Uitgeverij Pica, Huizen.

G7) Sorvo, R., Koponen, T., Viholainen, H., Aro, T., Räikkönen, E., Peura, P., … & Aro, M. (2017). Math anxiety and its relationship with basic arithmetic skills among primary school children. British Journal of Educational Psychology, 87(3), 309-327.

G8) Van Oostendorp, M (2014). Aan de slag met rekenproblemen. Boom uitgevers, Amsterdam.

G9) Van Oostendorp, M (2020). Aan de slag met rekenproblemen 2. Boom uitgevers, Amsterdam.

G10) Woodward, J. (2006). Developing automaticity in multiplication facts: Integrating strategy instruction with timed practice drills. Learning Disability Quarterly29(4), 269-289.

H. Bronnen | Flexibel toepassen

Lees meer

H1) Baroody, A. J., & Dowker, A. (Eds.). (2003). The development of arithmetic concepts and skills: Constructing adaptive expertise. Mahwah, NJ: Lawrence Erlbaum Associates.

H2) De Smedt, B., Torbeyns, J., Stassens, N., Ghesquière, P., & Verschaffel, L. (2010). Frequency, efficiency and flexibility of indirect addition in two learning environments. Learning and Instruction, 20, 205–215. https:// doi. org/ 10. 1016/j. learn instr uc. 2009. 02. 020

H3) Fuchs, L. S., Bucka, N., Clarke, B., Dougherty, B., Jordan, N. C., Karp, K. S., … & Morgan, S. (2021). Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades. Educator’s Practice Guide. WWC 2021006. What Works Clearinghouse.

H4) Heinze, A., Star, J. R., & Verschaffel, L. (2009). Flexible and adaptive use of strategies and representations in mathematics education. ZDM, 41(5), 535-540.

H5) Kolovou, A. (2011). Mathematical problem solving in primary school (Doctoral dissertation, Utrecht University).

H6) Milo, B., & Ruijssenaars, W. (2002). Strategiegebruik van leerlingen in het speciaal basisonderwijs bij optellen en aftrekken tot 100: begeleiden of sturen? Pedagogische Studiën, 79(2), 117-129.

H7) Schmeier, M. (2017). Effectief rekenonderwijs op de basisschool. Uitgeverij Pica, Huizen.

H8) Star, J. R., Rittle-Johnson, B., Lynch, K., & Perova, N. (2009). The role of prior knowledge in the development of strategy flexibility: The case of computational estimation. Zdm41(5), 569-579.

H9) Torbeyns, J., De Smedt, B., Ghesquière, P., & Verschaffel, L. (2009). Jump or compensate? Strategy flexibility in the number domain up to 100. ZDM41(5), 581-590

H10) Verschaffel, L., Luwel, K., Torbeyns, J., & Van Dooren, W. (2009). Conceptualizing, investigating, and enhancing adaptive expertise in elementary mathematics education. European Journal of Psychology of Education, 24(3), 335–359.

H11) Verschaffel, L. (2024). Strategy flexibility in mathematics. ZDM–Mathematics Education56(1), 115-126.

H12) Van Groenestijn, M., Borghouts, L., & Janssen, J. (2011). Protocol Ernstige RekenWiskunde-problemen en Dyscalculie. Basisonderwijs, speciaal basisonderwijs en speciaal onderwijs (2e herziene druk). Expertisecentrum Nederlands.

H13) Acht praktische handvatten op school en in de les voor beter rekenonderwijs – Stichting leerKRACHT (2022), geraadpleegd op 19 augustus 2025.

H14) Van Zanten, M. (2009). Verschillende oplossingen – variëren of vermijden. https://www.slo.nl/publish/pages/17268/vanzanten-2009-verschillende-oplossingsstrategieen-varieren-of-vermijden.pdf

I. Bronnen | Doorlopende leerlijn

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I1) Clements, D. H., & Sarama, J. (2025). Systematic review of learning trajectories in early mathematics. ZDM–Mathematics Education57(4), 637-650.

I2) Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. routledge.

I3) Hickendorff, M., Mostert, T. M. M., Van Dijk, C. J., Jansen, L. L. M., Van der Zee, L. L., & Auer, M. F. (2017). Rekenen op de basisschool. Review van de samenhang tussen beïnvloedbare factoren in het onderwijsleerproces en de rekenwiskundeprestaties van basisschoolleerlingen. Opgehaald van https://www. nro. nl/wpcontent/uploads/2017/12/Rekenen-op-de-basisschool-review-405-17-920. Pdf

I4) Naaijkens, E., & Bootsma, M. (2018). En wat als we nu weer eens gewoon gingen lesgeven?: een kwaliteitsaanpak voor scholen. Uitgeverij Pica.

I5) Noteboom, A., Aartsen, A., & Lit, S. (2017). Tussendoelen rekenen-wiskunde voor het primair onderwijs: Uitwerkingen van rekendoelen voor groep 2 tot en met 8 op weg naar streefniveau 1S. Enschede: SLO.

I6) Oates, G., & Seah, R. (2021). Learning progressions/trajectories in mathematics and science education: A case for evidence-based curricula reform? Guest editorial. Australian Journal of Education65(3), 223-226.

I7) Ros, B., Hickendorff, M., Keijzer, R., & van Luit, H. (2022). Leer ze rekenen: Praktische inzichten uit onderzoek voor leraren basisonderwijs. Ten Brink Uitgevers.

I8) Tempelaar, D. T., Kuperus, B., Cuypers, H., Van der Kooij, H., Van de Vrie, E., & Heck, A. (2012). The role of digital, formative testing in e-learning for mathematics: A case study in the Netherlands. Universities and Knowledge Society Journal, 9(1), 284-305. https://doi.org/10.7238/rusc.v9i1.1272

J. Bronnen | EDI & Hoge verwachtingen

Lees meer

J1) Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. routledge.

J2) Hollingsworth, J., & Ybarra, S. (2009). Explicit Direct Instruction (EDI): The Power of the Well-Crafted, Well-Taught Lesson. Thousand Oaks, CA: Corwin Press.

J3) Hollingsworth, J., & Ybarra, S. (2018). Expliciete Directe Instructie 2.0: Het EDI-lesmodel voor het primair en voortgezet onderwijs. Vertaald door Schmeier, M. Gorkum: Uitgeverij Gorcum

J4) Grit, V. & Mulder, M. (2023). Per ongeluk lage verwachtingen. https://www.academica-group.com/kennis/per-ongeluk-lage-verwachtingen, geraadpleegd op 25-8-2025.

J5) Schmeier, M. (2017). Effectief rekenonderwijs op de basisschool. Pica.

J6) Rosenthal, R. & Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectation and pupils’ intellectual development. Holt, Rinehart & Winston.

J7) Rubie-Davies, C. (2022). Leraren met hoge verwachtingen. Amsterdam University Press.

J8) Stockard, J., Wood, T. W., Coughlin, C., & Rasplica Khoury, C. (2018). The effectiveness of direct instruction curricula: A meta-analysis of a half century of research. Review of Educational Research, 88(4), 479-507.

J9) De Bruyckere, P. (2025). Van rekenbasis tot probleem oplossing, wat twee nieuwe studies ons leren over de rekenoorlogen. https://pedrodebruyckere.blog/2025/09/04/van-rekenbasis-tot-probleemoplossing-wat-twee-nieuwe-studies-ons-leren-over-de-rekenoorlogen/ geraadpleegd op 4-9-2025

K. Bronnen | Hulp op ondersteuningsniveau 3

Lees meer

K1) Bisra, K., Liu, Q., Nesbit, J. C., Salimi, F., & Winne, P. H. (2018). Inducing self-explanation:  A meta-analysis. Educational Psychology Review volume, 30(3), 703-725.  https://doi.org/10.1007/s10648-018-9434-x

K2) Borghouts, C. (2012). De vertaalcirkel: Werken aan begrip en inzicht bij (zwakke) rekenaars. Volgens Bartjens, 31(2), 22-25.

K3) Gersten, R., Chard, D. J., Jayanthi, M., Baker, S. K., Morphy, P., & Flojo, J. (2009). Mathematics instruction for students with learning disabilities: A meta-analysis of instructional components. Review of educational research79(3), 1202-1242.

K4) Hickendorff, M., Mostert, T. M. M., Van Dijk, C. J., Jansen, L. L. M., Van der Zee, L. L., & Auer, M. F. (2017). Rekenen op de basisschool. Review van de samenhang tussen beïnvloedbare factoren in het onderwijsleerproces en de rekenwiskundeprestaties van basisschoolleerlingen. Opgehaald van https://www. nro. nl/wpcontent/uploads/2017/12/Rekenen-op-de-basisschool-review-405-17-920. Pdf

K5) Huijsmans, M. (2021). Dissertation: Explaining variation in mathematics achievement. Characteristics of children with and without mathematical learning difficulties. Radboud Universiteit Nijmegen.

K6) Milo, B., & Ruijssenaars, W. (2002). Strategiegebruik van leerlingen in het speciaal basisonderwijs bij optellen en aftrekken tot 100: begeleiden of sturen? Pedagogische Studiën, 79(2), 117-129.

K7) Rittle-Johnson, B., Loehr, A. M., & Durkin, K. (2017). Promoting self-explanation to improve  mathematics learning: A meta-analysis and instructional design principles. ZDM,  49(4), 599-611. https://doi.org/10.1007/s11858-017-0834-z

K8) Schmeier, M. (2017). Effectief rekenonderwijs op de basisschool. Pica.

K9) Van Groenestijn, M., Borghouts, L., & Janssen, J. (2011). Protocol Ernstige RekenWiskunde-problemen en Dyscalculie. Basisonderwijs, speciaal basisonderwijs en speciaal onderwijs (2e herziene druk). Expertisecentrum Nederlands.

L. Bronnen | Trainen werkgeheugen en executieve functies

Lees meer

L1) Gunzenhauser, C., & Nückles, M. (2021). Training executive functions to improve academic achievement: Tackling avenues to far transfer. Frontiers in Psychology12, 624008.

L2) Melby-Lervåg, M., & Hulme, C. (2013). Is working memory training effective? A meta-analytic review. Developmental psychology49(2), 270.

L3) Nazari, S., Hakiminejad, F., & Hassanzadeh, S. (2022). Effectiveness of a process-based executive function intervention on arithmetic knowledge of children with Developmental Dyscalculia. Research in developmental disabilities127, 104260.

L4) Niebaum, J. C., & Munakata, Y. (2023). Why doesn’t executive function training improve academic achievement? Rethinking individual differences, relevance, and engagement from a contextual framework. Journal of Cognition and Development24(2), 241-259.

L5) Rozendaal, J. & Mulder, J. (2023). In hoeverre heeft het trainen van executieve functies een positief effect op taal- en rekenprestaties van basisschoolleerlingen? https://www.kennisrotonde.nl/vraag-en-antwoord/heeft-executieve-functies-trainen-positief-effect-op-taal-en-rekenprestaties

L6) Schmeier, M. (2017). Effectief rekenonderwijs op de basisschool. Pica.

L7) Schwaighofer, M., Fischer, F., & Bühner, M. (2015). Does working memory training transfer? A meta-analysis including training conditions as moderators. Educational Psychologist, 50(2), 138-166

L8) Smidts, D., & Huizinga, M. (2011). Gedrag in uitvoering. Executieve functies bij kinderen en pubers. Amsterdam: Uitgeverij Nieuwezijds.

M. Bronnen | Omgaan met rekenangst

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M1) Becker, M., Litkowski, E. C., Duncan, R. J., Schmitt, S. A., Elicker, J., & Purpura, D. J. (2022). Parents’ math anxiety and mathematics performance of pre-kindergarten children. Journal of Experimental Child Psychology214, 105302.

M2) Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences107(5), 1860-1863.

M3) Dowker, A., Sarkar, A., & Looi, C. Y. (2016). Mathematics anxiety: What have we learned in 60 years?. Frontiers in psychology7, 508.

M4) Gonzalez-DeHass, A. R., Furner, J. M., Vásquez-Colina, M. D., & Morris, J. D. (2024). Undergraduate students’ math anxiety: The role of mindset, achievement goals, and parents. International Journal of Science and Mathematics Education22(5), 1037-1056.

M5) Hamid, M. H. S., Shahrill, M., Matzin, R., Mahalle, S., & Mundia, L. (2013). Barriers to mathematics achievement in Brunei secondary school students: Insights into the roles of mathematics anxiety, self-esteem, proactive coping, and test stress. International Education Studies6(11), 1-14.

M6) Mammarella, I. C., Caviola, S., & Dowker, A. (Eds.). (2019). Mathematics anxiety: What is known, and what is still missing. Routledge.

M7) Milikowski, M. (2012). Dyscalculie en Rekenproblemen: 20 obstakels en hoe ze te nemen. Amsterdam: Boom uitgevers.

M8) Passolunghi, M. C., De Vita, C., & Pellizzoni, S. (2020). Math anxiety and math achievement: The effects of emotional and math strategy training. Developmental science23(6), e12964.

M9) Van Luit., H. (2018). Dit is Dyscalculie: achtergrond en aanpak. Tielt: Lannoo campus.

M10) Van Oostendorp,. M. (2020). Aan de slag met rekenproblemen 2: voor groep 6 t/m het mbo. Amsterdam: Boom uitgevers.

M11) Wang, Z., Borriello, G. A., Oh, W., Lukowski, S., & Malanchini, M. (2021). Co-development of math anxiety, math self-concept, and math value in adolescence: The roles of parents and math teachers. Contemporary Educational Psychology67, 102016.

N. Bronnen | Dyscalculie

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N1) Banks, J., & Oldfield, Z. (2007). Understanding pensions: Cognitive function, numerical ability and retirement saving. Fiscal studies28(2), 143-170.

N2) Butterworth, B. (2010). Foundational numerical capacities and the origins of dyscalculia. Trends in cognitive sciences14(12), 534-541.

N3) Butterworth, B., Varma, S., & Laurillard, D. (2011). Dyscalculia: from brain to education. science332(6033), 1049-1053.

N4) Chodura, S., Kuhn, J. T., & Holling, H. (2015). Interventions for children with mathematical difficulties. Zeitschrift für Psychologie. 223(2),129–14

N5) Dehaene, S., Piazza, M., Pinel, P., & Cohen, L. (2003). Three parietal circuits for number processing. Cognitive neuropsychology, 20 (3/4/5/6), 487–506. doi: 10.1080/02643290244000239

N6) Demirel, T. (2021). The “Specific Learning Disabilities” with a focus on dyslexia, dyscalculia, and their relation to emotional stress (Master’s thesis, uis).

N7) De Ruyck, F., Uleyn, M., Vanackere, E., Soete, L., Meysman, S., Croes, E., … & Desoete, A. (2011). Dyscalculie achter de cijfers Kwalitatief onderzoek naar effectieve interventies tav dyscalculie. Signaal, 74, 20-42.

N8) De Smedt, B., Peters, L., & Ghesquière, P. (2019). Neurobiological origins of mathematical learning disabilities or dyscalculia: a review of brain imaging data. International Handbook of Mathematical Learning Difficulties: From the Laboratory to the Classroom, 367-384.

N9) Fengjuan, W., Jamaludin, A. (2023). The Science of Mathematics Learning: An Integrative Review of Neuroimaging Data in Developmental Dyscalculia. In: Hung, W.L.D., Jamaludin, A., Rahman, A.A. (eds) Applying the Science of Learning to Education. Springer, Singapore. https://doi.org/10.1007/978-981-99-5378-3_3

N10) Geary, D. C. (2013). Early foundations for mathematics learning and their relations to learning disabilities. Current directions in psychological science22(1), 23-27.

N11) Gerardi, K., Goette, L., & Meier, S. (2013). Numerical ability predicts mortgage default. Proceedings of the National Academy of Sciences110(28), 11267-11271.

N12) Kaufmann, L., Vogel, S. E., Starke, M., Kremser, C., & Schocke, M. (2009). Numerical and non-numerical ordinality processing in children with and without developmental dyscalculia: Evidence from fMRI. Cognitive Development24(4), 486-494.

N13) Klein, E.& Knops, A. (2023). The two-network framework of number processing: a step towards a better understanding of the neural origins of developmental dyscalculia. J Neural Transm 130, 253–268 https://doi.org/10.1007/s00702-022-02580-8

N14) Kucian, K., Grond, U., Rotzer, S., Henzi, B., Schönmann, C., Plangger, F., … & von ASTER, M. (2011). Mental number line training in children with developmental dyscalculia. NeuroImage, 57(3), 782-795.

N15) Landerl, K. (2013). Development of numerical processing in children with typical and dyscalculic arithmetic skills—a longitudinal study. Frontiers in psychology4, 459.

N16) Matejko, A. A., & Ansari, D. (2021). Shared neural circuits for visuospatial working memory and arithmetic in children and adults. Journal of cognitive neuroscience33(6), 1003-1019.

N17) Menon, V. (2016). Working memory in children’s math learning and its disruption in dyscalculia. Current Opinion in Behavioral Sciences10, 125-132.

N18) Monei, T., & Pedro, A. (2017). A systematic review of interventions for children presenting with dyscalculia in primary schools. Educational psychology in practice33(3), 277-293.

N19) Parsons, S., & Bynner, J. (2005). Does numeracy matter more? In Price, G. R., & Ansari, D. (2013). Developmental dyscalculia. Handbook of clinical neurology111, 241-244.

N20) Price, G. R., & Ansari, D. (2013). Dyscalculia: Characteristics, causes, and treatments. Numeracy6(1), 2.

N21) Ritchie, S. J., & Bates, T. C. (2013). Enduring links from childhood mathematics and reading achievement to adult socioeconomic status. Psychological science24(7), 1301-1308.

N22) Shalev, R. S., Manor, O., Kerem, B., Ayali, M., Navah, B., Friedlander, Y., & Gross-Tsur, V. (2001). Developmental dyscalculia is a familial learning dysability. Journal of Learning Disabilities, 39, 59-65. doi: 10.1177/002221940103400105

N23) Szucs, D., Devine, A., Soltesz, F., Nobes, A., & Gabriel, F. (2013). Developmental dyscalculia is related to visuo-spatial memory and inhibition impairment. cortex49(10), 2674-2688.

N24) Toll, S. W., Kroesbergen, E. H., & Van Luit, J. E. (2016). Visual working memory and number sense: Testing the double deficit hypothesis in mathematics. British Journal of Educational Psychology86(3), 429-445.

N25) Van Luit., H. (2018). Dit is Dyscalculie: achtergrond en aanpak. Tielt: Lannoo campus.

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