[1] Tucker, B. F., & Weaver, T. L, (2006), Teaching mathematics to all children: Designing and adapting instruction to meet the needs of diverse learners (2nd ed.), Upper Saddle River, N.J.: Pearson Merrill Prentice Hall.
[2] Miller, S. P., Stringfellow, J. L., Kaffar, B. J., Ferreira, D., & Mancl, D. B, (2011), Developing computation competence among students who struggle with mathematics, Teaching Exceptional Children, 44(2), p.38-46.
[3] O’Connell, S., & SanGiovanni, J, (2011), Mastering the basic math facts in addition and subtraction: strategies, activities & interventions to move students beyond memorization (1st ed.), Portsmouth, NH: Heinemann.
[4] Anstrom, T, (2006), Supporting students in mathematics through the use of manipulatives, Washington, DC: Center for Implementing Technology in Education
[5] Harris, C. A., Miller, S. P., & Mercer, C. D, (1995), Teaching initial multiplication skills to students with disabilities in general education classrooms, Learning Disabilities Research & Practice, 10(3), p.180-195.
[6] Witzel, B. S., Mercer, C. D., & Miller, M. D, (2003), Teaching algebra to students with learning difficulties: An investigation of an explicit instruction model, Learning Disabilities Research & Practice, 18(2), p.121-131.
[7] Mercer, C. D., & Miller, S. P, (1993), Using data to learn concrete-semiconcrete-abstract instruction for students with math disabilities, Learning Disabilities Research & Practice, 8(2), p.89 - 96
[8] Flores, M. M, (2009), Teaching subtraction with regrouping to students experiencing difficulty in mathematics, Preventing School Failure: Alternative Education for Children and Youth, 53(3), p.145-152.