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Cited References

  • Ansari, D. & Lyons, I.M. (2016).  ZDM Mathematics Education, 48, 379.
  • Bowers, J. S. (2016). The practical and principled problems with educational neuroscience. Psychological Review, 123, 600–612.
  • Butterworth, B., & Laurillard, D. (2017) Investigating dyscalculia from the lab to the classroom: A science of learning perspective. In J. Horvath, J. Lodge, & J. Hattie (Eds.), From the laboratory to the classroom: Translating science of learning for teachers. Oxford: Routledge
  • Gabrieli, J. D. E. (2016). The promise of educational neuroscience: Comment on Bowers (2016). Psychological Review, 123, 613–619.
  • Howard-Jones, P. A., Varma, S., Ansari, D., Butterworth, B., De Smedt, B., Goswami, U., Laurillard, D., Thomas, M. S. C. (2016). The principles and practices of educational neuroscience: Comment on Bowers (2016). Psychological Review, 123, 620 – 627.
  • Hung, D., Jamaludin, A., & Toh, Y. (2015). Apprenticeship, Epistemic Learning, and Diffusion of Innovations in Education. Educational Technology, 55(4), 20-26
  • Jamaludin, A. (2017). Neuroscience and Learning? An “ecological” science of learning perspective. Curriculum, Teaching & Learning Seminar.
  • Jamaludin, A., & Hung, W. L. D. (2017). Problem-solving for STEM learning: navigating games as narrativized problem spaces for twenty-first century competencies. Research and Practice in Technology Enhanced Learning,
  • Jamaludin, A., & Hung, W. L. D. (2016). Digital learning trails: Scaling technology-facilitated curricular innovation in schools with a rhizomatic lens. Journal of Educational Change, 17, 355-377.
  • Laurillard, D. (2016). Learning ‘number sense’ through digital games with intrinsic feedback. Australasian Journal of Educational Technology, Special issue on ‘Brain, mind and education’. 32(6).
  • Lovat, T. & Smith, D. (2003). Curriculum: Action on reflection. (fourth edition) Sydney: Social Science Press.

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