Tests and Educational Materials:
Jordan, N. C., Klein, A., Huang, K., Beliakoff, A., & Devlin, B. (2020). The Screener for Early Number Sense (SENS)
Jordan, N. C. & Dyson, N. (2013). Number Sense Interventions. Baltimore: Brookes.
Jordan, N. C. & Glutting, J. (2012). Number Sense Screener. Baltimore: Brookes.
Frye, D., Baroody, A., Burchinal, M., Carver, S. M., Jordan, N. C., & McDowell, J.(2013). Teaching math to young children: A practice guide. Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education.
Recent Books, Book chapters, and reports:
Jordan, N. C., Barbieri, C., Dyson, N., and Devlin, B. (2020). Improving learning in n students with mathematics difficulties: Contributions from the science of learning. In K. Newton, A. Martin, and R.A. Sperling (Eds.), Handbook of Educational Psychology and Students with Special Needs (pp. 461-486). NY: Routledge.
Jordan, N. C., Rinne, L., & Hansen, N. (2019). Mathematics learning difficulties in the United States: Current issues in screening and intervention. In Fritz-Stratman, A., Haase, V. G., & Rasanen, P. (Eds.) International Handbook of Mathematics Learning Difficulties. (pp. 183-199). Springer International AG.
Resnick, I., Newcombe, N. S., & Jordan, N. C. (2019). The relation between spatial reasoninand mathematics in children with mathematics learning difficulties. In Fritz-Stratman, A., Haase, V. G., & Rasanen, P. (Eds.) International Handbook of Mathematics Learning Difficulties. (pp.423-434) NY: Springer International AG.
Jordan, N. C., Rodrigues, J., Hansen, N., & Resnick, I. (2017). Fraction Development in Children: Importance of Building Numerical Magnitude Understanding. In Geary, D. C., Koepke, K. M., Berch, D., & Ochsendorf, R. (Eds.) Mathematical cognition and learning (Volume 3). (pp.126-137) NY: Elsevier.
Rittle-Johnson, B. & Jordan, N.C. (2016). Synthesis of IES-funded researchon mathematics: 2002 – 2013 (NCER 2016-2003) Washington, DC. National Center for Education Research, Institute of Education Sciences, U.S. Department of Education. This report is available on the Institute website at http://ies.ed.gov/
Jordan, N. C., Rodrigues, J., Hansen, N., Resnick, I., & Dyson, N. (in press). Fraction Development in Children: Importance of Building Numerical Magnitude Understanding. In Geary, D. C., Koepke, K. M., Berch, D., & Ochsendorf, R. (Eds.) Mathematical cognition and learning (Volume 3). NY: Elsevier.
Jordan, N. C., & Dyson, N. (2016). Catching math problems early: Findings from the number sense intervention project. In A. Henik (Ed.), Continuous issues in numerical cognition: How many or how much? NY: Elsevier.
Siegler, R.S., Fuchs, L., Jordan, N.C, Gersten, R., & Ochsendorf, R. (2015). Center for Improving Understanding of Fractions: A progress report. The RoutledgeInternational Handbook for mathematical difficulties and dyscalculia. (pp. 292-303) London: Routledge.
Jordan, N. C., Fuchs, L. S. & Dyson, N. (2015). Early interventions and mathematical cognition. In Cohen Kadosh, R. and Dowker, A. (Eds.) Oxford handbook on numerical cognition. (pp.1079-1097) Oxford, UK: Oxford University Press.
Recent Journal Articles:
Rodrigues, J., Hansen, N., & Jordan, N. C. (2019). Identifying fraction measures as screeners of mathematics risk status. Journal of Learning Disabilities. 52(6), 480-49n https://doi.org/10.1177/0022219419879684
Barbieri, C. A., Rodrigues, J., Dyson, N., & Jordan, N. C. (2020). Improving fraction understanding in sixth graders with mathematics difficulties: Effects of a number line approach combined with cognitive learning strategies. Journal of Educational Psychology. Vol 112(3). https://doi.org/10.1037/edu0000384
Rinne, L., Ye, A., & Jordan, N.C. (2020). Development of arithmetic fluency: A direct effect of reading fluency? Journal of Educational Psychology, 112(1)
https://doi.org/10.1037/edu0000362
Dyson, N., Rodrigues, J., Barbieri, C, Rinne, L. & Jordan, N. C (2018). A fraction sense intervention for students with or at risk for mathematics difficulties. Remedial and Special Education, 1-11. DOI: 10.1177/0741932518807139
Resnick, I., Rinne, L., Barbieri, C. & Jordan, N. C. (2019). Children’reasoning about decimals and its relation to fraction learning and mathematics achievement. Journal of Educational Psychology. 111(4), 604-618. http://dx.doi.org/10.1037/edu0000309
Hansen, N., Rinne, L., Resnick, I., Rodrigues, J. & Jordan, N.C. (2017). Co-developmentof fraction magnitude knowledge and mathematics achievement from fourth through sixth grade. Learning and Individual Differences.
Jordan, N.C., Resnick, I., Rodrigues, J., Hansen, N. & Dyson, N. (2017). TheDelaware longitudinal study of fraction learning: Implications for helping children with mathematics difficulties. Journal of Learning Disabilities. 50(6) 621-630 DOI: 10.1177/002221941662033
Gersten, R. Schumacher, R.F., & Jordan, N.C. (2017). Life on the number line: Routes to understanding fraction magnitude for students with difficulties learning mathematics. Journal of Learning Disabilities. 50(6) 655-657 DOI: 10.177/0022219416662625
Gersten, R. & Jordan, N.C. (2017). Introduction to the special series on fraction learning. Journal of Learning Disabilities, 50(6) 612-613 DOI:10.1177/0022219416662031
Jordan, N.C., Rinne, L., & Resnick, I. (2017). Magnitude, numerosity, and developmentof number. Implications for mathematics disabilities. Behavioral and Brain Sciences, 40, doi:10.1017/S0140525X16002132
Rinne, L., Ye, A., & Jordan, N. C. (2017). Development of fractioncomparison strategies: A Latent Transition Analysis. Developmental Psychology, 53(4), 713-730. http://dx.doi.org/10.1037/dev0000275
Rodrigues, J., Dyson, N., Hansen, N., & Jordan, N.C. (2016). Preparing for algebra by building fraction sense. 49 (2) Teaching Exceptional Children.
Bailey, D., Hansen, N., & Jordan, N.C. (2017). The co-development of children’s fraction arithmetic skill and fraction magnitude understanding.Journal of Educational Psychology. 109(4), 509-519. http://dx.doi.org/10.1037/edu0000152
Jordan, N. C., Resnick, I., Rodrigues, J., Hansen, N. & Dyson, N. (in press). The Delaware Longitudinal Study of fraction learning: Implications for helping children with mathematics difficulties. Journal of Learning Disabilities. DOI: 10.1177/002221941662033
Gersten, R. Schumaker, R.F., & Jordan, N.C. (in press). Life on the number line: Routes to understanding fraction magnitude for students with difficulties learning mathematics. Journal of Learning Disabilities. DOI: 10.177/0022219416662625
Gersten, R. & Jordan, N.C. (in press). Introduction to the special series on fractionlearning. Journal of Learning Disabilities. DOI:10.1177/002221941666203`
Ye, A., Resnick, I., Hansen, N., Rodrigues, J., Rinne, L. & Jordan, N.C. (2016). Pathways to fraction learning: Numerical abilities mediate the relation between early cognitive competencies and later fraction knowledge. Journal of Experimental Child Psychology, 152, 242-263.
Resnick, I., Jordan, N. C., Hansen, N., Rajan, V., Rodrigues, J., Siegler, R. S., & Fuchs, L.(2016). Developmental Growth Trajectories in Understanding of Fraction Magnitude from Fourth through Sixth Grade. Developmental Psychology, 52 (5) 746-757. doi: http://dx.doi.org/10.1037/dev0000102
Hansen, N., Jordan, N. C., & Rodrigues, J. (in press). Identifying persistentlearning difficulties in fractions: A Longitudinal study of student growth from third through sixth grade. Contemporary Educational Psychology.
Fuchs, L. S., Malone, A., Schumaker, R., Namkung, J., Hamlett, C. L., Jordan, N. C., Siegler, R. S., Gersten, R., & Changas, P. (2016). Supported self explaining during fraction intervention. Journal of Educational Psychology, 108 (4), 493-508.doi: http://dx.doi.org/10.1037/edu0000073
Hassinger-Das, B., Jordan, N. C., & Dyson N. (2015). Reading stories to learn math:Mathematics vocabulary instruction for children with early numeracy difficulties. The Elementary School Journal, 116 (2), 242-264.
Hansen, N., Jordan, N.C., Fernandez, E., Siegler, R.S., Fuchs, L., Gersten, R., & Micklos, D. (2015). General and math specific predictors of sixth graders' knowledge of fractions. Cognitive Development, 35, 34-49.
Dyson, N., Jordan, N.C., Beliakoff, A., & Hasinger-Das, B. ( 2015). A kindergarten number sense intervention for low-achieving children with contrasting practice conditions. Journal for Research in Mathematics Education, 46(3), 280-319.
Hassinger-Das, B., Jordan, N.C., & Dyson N. (in press). Reading stories to learn math: Mathematics vocabulary instruction for children with early numeracy difficulties. The Elementary School Journal.
Vukovic, R., Fuchs, L.S., Geary, D.C., Jordan, N.C., Gersten, R., & Siegler, R.S. (2014). Sources of individual differences in children’s understanding of fractions. Child Development.
Dyson, N., Jordan, N.C., & Hassinger-Das, B. (2015). The story of Kyle: Evidence-based number sense interventions can help kindergartners link their nonverbal understanding to symbolic representations of number. Teaching Children Mathematics, 21 (6), 354-361.
Hassinger-Das, B., Jordan, N.C., Glutting, J., Irwin, C., & Dyson, N. (2014). Domain general mediators of the relation between kindergarten number sense and first-grade mathematics achievement. Journal of Experimental Child Psychology. 118, 78-92.
Fuchs, L.S, Shumacher, R.F., Sterba, S.K., Long, J., Namkung, J., Malone, A., Hamlett, C.L. Jordan N.C., Gersten, R., Siegler, R.S., & Changas, P. (2014). Does working memory moderate the effects of fraction intervention? An Aptitude-Treatment Interaction. Journal of Educational Psychology 106 (2), 499-514. doi: 10.1037/a0034341
Fuchs, L.S., Schumacher, R.F., Long, J., Namkung, J., Hamlett, C.L., Cirino, P.T., Jordan, N.C., Siegler, R.S., Gersten, R., & Changas, P. (2013, April 29). Improving at-risk learners understanding of fractions. Journal of Educational Psychology. Advance online publication. doi: 10.1037/a003431
Kauffman, L., Mazzocco, M. M., Dowker, A., von Aster, M., Gobel, S., Grabner, R.H., Henik, A., Jordan, N.C., Karmiloff-Smith, A.D., Kucian, K., Rubenstein, O., Szucs, D., Shalev, R., Nuerk, H. (2013). Dyscalculia from a developmental and differential perspective. Frontiers in Developmental Psychology, doi: 10.3389/fpsyg.2013.00516.
Jordan, N.C., Hansen, N., Fuchs, L.S., Siegler, R.S., Gersten, R., & Micklos, D. (2013) Developmental predictors of fraction concepts and procedures. Journal of Experimental Child Psychology, 116, 45-58. doi: 10.1016/j.jecp.2013.02.001
Jordan, N.C., Glutting. J., Dyson, N., Hassinger-Das, B., & Irwin, C. (2012). Building kindergartners’ number sense: A randomized controlled study. Journal of Educational Psychology. 104(3), 647-660. doi: 10.1037/a0029018
Gersten, R., Clarke, B., Jordan, N.C., Newman-Gonchar, R., Haymond, K., & Wilkins, C. (2012). Universal screening in mathematics for students in the primary grades. Exceptional Children, 78, 423-45.
Dyson, N., Jordan, N.C., & Glutting, J. (2013). A number sense intervention for urban kindergartners at risk for mathematics learning difficulties. Journal of Learning Disabilities, 46(2), 166-18. doi: 10.1177/0022219411410233
Jordan, N. C. & Glutting, J. (2012). The Number Sense Screener. Baltimore, MD: Brookes.
Jordan, N.C. (2010). Early predictors of mathematics achievement and mathematics learning difficulties. In Tremblay RE, Barr RG, Peters RDeV, Boivin M, eds. Encyclopedia on Early Childhood Development [online]. Montreal, Quebec: Centre of Excellence for Early Childhood Development;1-6. Available at: http://www.child-encyclopedia.com/documents/JordanANGxp.pdf
Jordan, N.C., Glutting, J., Ramineni, C., & Watkins, M.W. (2010). Validating a number sense screening tool for use in kindergarten and first grade: Prediction of mathematics proficiency in third grade. School Psychology Review, 39 181-195.
Jordan, N.C., Glutting, J., & Ramineni, C. (2010). The importance of number sense to mathematics achievement in first and third grades. Learning and Individual Differences, 20, 82-88.
Jordan, N.C., & Levine, S.C. (2009). Socioeconomic variation, number competence, and mathematics learning difficulties in young children. Developmental Disabilities Research Reviews 15, 60-68.
Jordan, N.C., Kaplan, D., Ramineni,C., & Locuniak, M.N. (2009). Early math matters: Kindergarten number competence and later mathematics outcomes. Developmental Psychology, 45(3), 850-867.
Jordan, N. C., Glutting, J., & Ramineni, C. (2008). A number sense assessment tool for identifying children at risk for mathematical difficulties. In A. Dowker (Ed.), Mathematical difficulties: Psychology and intervention (pp. 45-58). San Diego, CA: Academic Press.
Jordan, N.C., Kaplan, D., Ramineni, C., & Locuniak, M.N. (2008). Development of number combination skill in the early school years: When do fingers help? Developmental Science,11(5), 662-668.
Locuniak, M.N. & Jordan, N.C. (2008). Using kindergarten number sense to predict calculation fluency in second grade. Journal of Learning Disabilities, 41(5), 451-459.
Jordan, N.C. (2007). Do words count? Connections between mathematics and reading difficulties. In D.B. Berch & M.M. Mazzocco (Eds.), Why is math so hard for some children? The nature and origins of mathematical learning difficulties and disabilities (Chapter 6). Baltimore, MD: Paul H. Brookes.
Jordan, N.C. (2007). The need for number sense. Educational Leadership, 65(2), 63-66.
Jordan, N.C., Kaplan, D., Locuniak, M.N., & Ramineni, C. (2007). Predicting first-grade math achievement from developmental number sense trajectories. Learning Disabilities Research & Practice, 22(1), 36-46.
Jordan, N.C., Kaplan, D., Nabors Olah, L., & Locuniak, M. (2006). Number Sense growth in kindergarten: A longitudinal investigation of children at risk for mathematics difficulties. Child Development, 77, 153-175.
Gersten, R., Jordan, N.C., & Flojo, J.R. (2005). Early identification and interventions for students with mathematics difficulties. Journal of Learning Disabilities, 38, 293-304.
Jordan, N. C., Hanich, L. B., & Kaplan, D. (2003). Arithmetic fact mastery in young children: A longitudinal investigation. Journal of Experimental Child Psychology, 85, 103-119.
Jordan, N. C., Hanich, L. B., & Kaplan, D. (2003). A longitudinal study of mathematical competencies in children with specific mathematics difficulties versus children with co-morbid mathematics and reading difficulties. Child Development, 74(3), 834-850.
Jordan, N. C. & Hanich, L. B. (2003). Characteristics of children with moderate mathematics deficiencies: A longitudinal perspective. Learning Disabilities Research and Practice, 18(4), 213-221.
Jordan, N. C. , Hanich, L., & Uberti, H. Z. (2003). Mathematical thinking and learning disabilities. In A. Baroody & A. Dowker (Eds.), The development of arithmetic concepts and skills. Recent research and theory (pp. 359-383), Mahwah, NJ: Erlbaum.
Jordan, N. C. , Kaplan, D., & Hanich, L. B. (2002). Achievement growth in children with learning difficulties in mathematics: Findings of a two-year longitudinal study. Journal of Educational Psychology, 94, 586-597.
Hanich, L.B., Jordan, N.C., Kaplan, D., & Dick, J. (2001). Performance across different areas of mathematical cognition in children with learning difficulties. Journal of Educational Psychology, 93(3), 615-626.