Abu-Hamour, B. & Al-Hmouz, B. (2016). Prevalence and pattern of learning difficulties in primary school students in Jordan. Australia Journal of Learning Difficulties, 21(2), 99-113.
Academic Research in Progressive Education and Development, 7(3), 569-581.
Alloway, T.P. & Alloway, R.G. (2015). Understanding working memory (2nd ed.). London: SAGE Publications Ltd.
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Washington: American Psychiatric Association.
Attout, L. & Majerus, S. (2015). Working memory deficits in developmental dyscalculia: The importance of serial order. Child Neuropsychology, 21(4), 432-450.
Bakker, M., van den Heuvel-Panhuizen, M. &Robitzsch, A. (2016). Effects of mathematics computer games on special education students’ multiplicative reasoning ability. British Journal of Educational Technology, 47(4), 633-648.
Bird, R. (2017). The dyscalculia toolkit: Supporting Learning Difficulties in Maths (3rd ed.). London: SAGE Publications Ltd.
Centre for Education Statistics and Evaluation. (2017). Cognitive load theory: Research that teachers really need to understand. Retrieved from https://havelockprimaryschool.com/wpcontent/uploads/2018/11/cognitive-load-theory-VR_AA3.pdf
Chin, K.E., Pang, V., Wong, K.K., Tan, C.K. & Lee, K.W. (2014). A preliminary study for dyscalculia in Sabah, Malaysia. The Eurasia Proceedings of Educational & Social Sciences (EPESS), 1, 217-225.
Chinn, S. & Ashcroft, R.E. (2016). Mathematics for Dyslexics and Dyscalculics (4th ed.). United Kingdom: Wiley Blackwell.
Ferraz, F. & Never, J. (2015). A brief look into dyscalculia and supportive tools. The 5th IEEE International Conference on E-Health and Bioengineering, 15-18.
Finesilver, C. & Rodd, M. (2017). Learning to teach mathematics in the secondary school: Working mathematically with students with special educational needs. London: Routledge.
Fuchs, L.S., Gilbert, J.K., Powell, S.R., Cirino, P.T., Fuchs, D., Hamlett, C.L., et al. (2016). The role of cognitive processes, foundational math skill, and calculation accuracy and fluency in word-problem solving versus prealgebraic knowledge. Developmental Psychology, 52(12), 2085-2098.
Goldstone, R.L., Marghetis, T., Weitnauer, E., Ottmar, E.R., & Landy, D. (2017). Adapting perception, action, and technology for mathematical reasoning. Current Directions in Psychological Science, 26(5), 434-441.
Hannagan, T., Nieder, A., Viswanathan, P., Dehaene, S. (2017). A random-matrix theory of the number sense. Philosophical Transactions of the Royal Society B: Biological Sciences, 373(1740), 1-14.
Hashemian, P. &Hashemian, P. (2015). Effectiveness of neuro-feedback on mathematics disorder. Journal of Psychiatry, 18(2), 2-4.
Hoof, J.V., Verschaffel, L., Ghesquiere, P. &Dooren, W.V. (2017). The natural number bias and its role in rational number understanding in children with dyscalculia. Delay or deficit? Research in Developmental Disabilities, 71, 181-190.
Jeannotte, D. & Kieran, C. (2017). A conceptual model of mathematical reasoning for school mathematics. Educational Studies in Mathematics, 96(1), 1-16.
Karakonstantaki, E.S., Simos, P.G., Michalis, V. &Micheloyannis, S. (2017). Assessment and conceptual remediation of basic calculation skills in elementary school students. British Journal of Developmental Psychology, 36(1), 78-97.
Laurillard, D. (2016). Learning number sense through digital games with intrinsic feedback. Australasian Journal of Educational Technology, 32(6), 32-44.
Lewis, K.E. & Fisher, M.B. (2016). Taking stock of 40 years of research on mathematical learning disability: Methodological issues and future directions. National Council of Teachers of Mathematics, 47(4), 338-371.
Mata-Pereira, J. & da Ponte, J.P. (2017). Enhancing students’ mathematical reasoning in the classroom: Teacher actions facilitating generalization and justification. Educational Studies in Mathematics, 96(2), 169-186.
Miundy, K., Zaman, H.B., Nordin, A. & Ng, K.H. (2019). Screening test on dyscalculia learners to develop a suitable augmented reality (AR) assistive learning application. Malaysian Journal of Computer Science, Special Issue 2019, 92-107.
Morsanyi, K., van Bers, B.M.C.W., McCormack, T. & McGourty, J. (2018). The prevalence of specific learning disorder in mathematics and comorbidity with other developmental disorders in primary school-age children. British Journal of Psychology, 109(4), 917-940.
Ministry of Education Malaysia. (2013). Malaysia education blueprint 2013-2025 (preschool to post-secondary education). Putrajaya: Kementerian Pendidikan Malaysia.
Munir, Rasim, Cahyadi, C. & Riza, L.S. (2016). A system to diagnose learning disability in children of special need. 2nd International Conference on Science in Information Technology (ICSITech), 47-51.
Noor Aini Ahmad. (2018). Inclusive education: Better and for the best. International Journal of Academic Research in Progressive Education and Development, 7(3), 557-568.
Noor Aini Ahmad. (2019). Smart diagnostic test in remedial education. International Journal of Academic Research in Business and Social Sciences, 8(12), 2372-2378.
Noor Aini Ahmad & Yoong, S.M. (2018). Challenges in preparing teachers for inclusive education and its impact to students with learning disabilities. International Journal of Academic Research in Progressive Education and Development, 7(3), 2226-6348.
Olkun, S., Altun, A., Sahin, S.G., & Denizli, Z.A. (2015). Deficits in basic number competencies may cause low numeracy in primary school children. Education and Science 2015, 40(177), 141-159.
Peng, P. & Lin, X. The relation between mathematics vocabulary and mathematics performance among fourth graders. Learning and Individual Differences, 69, 11-21.
Pickar, D.B. & Kaufman, R.L. (2015). Parenting plans for special needs children: Applying a risk-assessment model. Family Court Review, 53(1), 113-133.
Radhika, S. & Kiran, V.K. (2017). Effect of cognitive strategies in improving comprehension of students with mathematical disability. Studies on Home and Community Science, 11(1), 32-35.
Rajivsureshkumar, G., Malarvizhi, K. & Deebanchakkarawarthi, G. (2019). Mobile application development on detection and diagnose of learning disability for children. International Journal of Innovative Technology and Exploring Engineering, 8(6), 216-224.
Rittle-Johnson, B., Fyfe, E.R., Hofer, K.G. & Farran, D.C. (2016). Early math trajectories: Low-income children’s mathematics knowledge from ages 4 to 11. Child Development, 88(5), 1727-2742.
Sousa, P., Dias, P.C. & Cadime, I. (2016). Predictors of primary school teachers’ knowledge about developmental dyscalculia. European Journal of Special Needs Education, 2(1), 3-10.
World Health Organisation. (2013). The ICD-10 Classification of Mental and Behavioral Disorders. Retrived from file:///D:/PHD/articles/Dyscalculia/ICD-10%20(WHO).pdf
Yahya, A.Y., Noor Aini Ahmad & Yoong, S.M. (2019). A new dimensional in teaching non-verbal students with learning disabilities. International Journal of Academic Research in Business and Social Sciences, 8(12), 2099-2108.
Yoong, S.M. (2020). An introduction: What do you know about dyscalculia? In Habidin, N.F., Yong, S.Y.O., Chik, T.W.T., & Muhamad, U.A. (Eds.). The Revolution in Social Research and Education (pp. 82-88), Tanjung Malim: Kaizentrenovation Sdn. Bhd.
Yoong, S.M. & Noor Aini Ahmad. (2018). Needs analysis of DoCtorWoRM’s Module in improving multiplication skills among year four low achievers. International Journal of Academic Research in Business and Social Sciences, 8(5), 931-944.
Yoong, S.M. & Noor Aini Ahmad. (2020). A view on theories and models in the study of dyscalculia. International Journal of Academic Research in Business and Social Sciences, 9(3), 128-137.