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Implications of Visuospatial Skills and Executive Functions for Learning Mathematics: Evidence from Children with Autism and Williams Syndrome
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Kim, Helyn; Cameron, Claire E. – AERA Open, 2016
The purpose of this article is to review the literature and apply a developmental neuroscience perspective in investigating the role of two interrelated cognitive processes--executive functions (EFs) and visuospatial (VS) skills--which have been empirically and theoretically linked to children's mathematics achievement. To illustrate, we provide…
Descriptors: Visual Perception, Spatial Ability, Executive Function, Mathematics Education