Armstrong, J.R. (1972). Representational modes as they interact with cognitive development and mathematical concept acquisition of the retarded to promote new mathematical learning. Journal for Research in Mathematics Education, 3, 43–50.
2.
Burton, G.M. (1984). Teaching the most basic basic. Arithmetic Teacher, 32(1), 20–25.
3.
Carnine, D. (1991). Curricular interventions for teaching higher order thinking to all students: Introduction to the special series. Journal of Learning Disabilities, 24, 261–269.
4.
Carpenter, R.L. (1985). Mathematics instruction in resource rooms: Instruction time and teacher competence. Learning Disability Quarterly, 8, 95–100.
5.
Cawley, J. (1985). Mathematics appraisal of the learning disabled. In J. F. Cawley (Ed.), Secondary school mathematics for the learning disabled (pp. 223–233). Rockville, MD: Aspen.
6.
Cawley, J., Fitzmaurice-Hayes, A., & Show, R. (1988). Mathematics for the mildly handicapped-A guide to curriculum and instruction. Boston: Allyn & Bacon.
7.
Fennema, E.H. (1972). The relative effectiveness of a symbolic and a concrete model in learning a selected mathematical principle. Journal for Research in Mathematics Education, 3, 233–238.
8.
Gaylor, S.K. (1988). The effect of the concrete to abstract mathematic instructional sequence with first graders. Unpublished master's project. University of Florida, Department of Special Education, Gainesville.
9.
Hudson, P.J., Peterson, S.K., Mercer, C.D., & McLeod, P. (1988). Place value instruction. Teaching Exceptional Children, 20(3), 72–73.
10.
Kirby, J.R., & Becker, L.D. (1988). Cognitive components of learning problems in arithmetic. Remedial and Special Education, 9(5), 7–16.
11.
Matson, K. (1988). The concept of multiplication taught through the concrete to abstract instructional sequence. Unpublished master's project. University of Florida, Department of Special Education, Gainesville.
12.
Mattingly, J.C., & Bott, D.A. (1990). Teaching multiplicaton facts to students with learning problems. Exceptional Children, 56, 438–449.
13.
Mercer, C.D., & Miller, S.P. (in press). Teaching students with learning problems in math to acquire, understand, and apply basic math facts. Remedial and Special Education.
National Council of Supervisors of Mathematics. (1988). Twelve components of essential mathematics. Minneapolis, MN: Author.
16.
National Council of Teachers of Mathematics. (1980). An agenda for action: Recommendations for school mathematics of the 1980s. Reston, VA: Author.
17.
Peterson, S.K., Mercer, C.D., & O'Shea, L. (1988). Teaching learning disabled children place value using the concrete to abstract sequence. Learning Disabilities Research, 4 (1). 52–56.
18.
Prigge, G.R. (1978). The differential effects of the use of manipulative aids on the learning of geometric concepts by elementary school children. Journal for Research in Mathematics Education, 9, 361–367.
19.
Reisman, F.K. (1982). A guide to the diagnostic teaching of arithmetic (3rd ed.). Columbus, OH: Merrill.
20.
Scheid, K. (1990). Cognitive-based methods for teaching mathematics to students with learning problems. Columbus, OH: LINC Resources.
21.
Scott, L.F., & Neufeld, H. (1976). Concrete instruction in elementary school mathematics: Pictorial vs. manipulative. School Science and Mathematics, 76(1), 68–72.
22.
Smith, S.R., Szabo, M., & Trueblood, C.R. (1980). Modes of instruction for teaching linear measurement skills. The Journal of Educational Research, 73, 151–154.
23.
Suydam, M.N., & Higgins, J.L. (1977). Activity-based learning in elementary school mathematics: Recommendations from research. Reston, VA: National Council of Teachers of Mathematics.
24.
Thornton, C.A., & Toobey, M.A. (1985). Basic math facts: Guidelines for teaching and learning. Learning Disabilities Focus, 1(1), 44–57.
