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
Lees meerA1) 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 psychology, 117, 12-28.
A2) Butterworth, B. (2010). Foundational numerical capacities and the origins of dyscalculia. Trends in cognitive sciences, 14(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 psychology, 217, 105354.
A5) Gallistel, C. R., & Gelman, R. (2000). Non-verbal numerical cognition: From reals to integers. Trends in cognitive sciences, 4(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 Sciences, 46, 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 Cognition, 1(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 science, 17(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. Science, 306(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 Sciences, 110(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 one, 11(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
Lees meerB1) Alloway, T. P., & Passolunghi, M. C. (2011). The relationship between working memory, IQ, and mathematical skills in children. Learning and Individual Differences, 21(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 psychology, 103(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 Pediatrics, 32(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
Lees meerC1) Bull, R., & Lee, K. (2014). Executive functioning and mathematics achievement. Child development perspectives, 8(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 Bulletin, 148(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 science, 21(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
Lees meerD1) Ashcraft, M. H., & Krause, J. A. (2007). Working memory, math performance, and math anxiety. Psychonomic bulletin & review, 14, 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 Psychology, 110(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 one, 7(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 sciences, 16(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
Lees meerE1) 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 Behavior, 55, 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 Instruction, 33, 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 Science, 22(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
Lees meerF1) 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 Review, 71(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 research, 79(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 psychology, 104(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 Review, 27, 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
Lees meerG1) Boaler, J., Williams, C., & Confer, A. (2015). Fluency without fear: Research evidence on the best ways to learn math facts. Reflections, 40(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 Apprenticeship, 5(2), n2.
G3) Emeny, W. G., Hartwig, M. K., & Rohrer, D. (2021). Spaced mathematics practice improves test scores and reduces overconfidence. Applied Cognitive Psychology, 35(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 Quarterly, 29(4), 269-289.
H. Bronnen | Flexibel toepassen
Lees meerH1) 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. Zdm, 41(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. ZDM, 41(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 Education, 56(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
Lees meerI1) Clements, D. H., & Sarama, J. (2025). Systematic review of learning trajectories in early mathematics. ZDM–Mathematics Education, 57(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 Education, 65(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 meerJ1) 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 meerK1) 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 research, 79(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 meerL1) Gunzenhauser, C., & Nückles, M. (2021). Training executive functions to improve academic achievement: Tackling avenues to far transfer. Frontiers in Psychology, 12, 624008.
L2) Melby-Lervåg, M., & Hulme, C. (2013). Is working memory training effective? A meta-analytic review. Developmental psychology, 49(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 disabilities, 127, 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 Development, 24(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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N. Bronnen | Dyscalculie
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