• Adhikari, K. (2014). Assessment of the awareness of dyscalculia among dyscalculia primary teachers: a case study of Chuhandanda VDC (Unpublished master’s thesis). Tribhuvan University, Kirtipur, Nepal.
• Akbari, E., Soltani-Kouhbanani, S., & Khosrorad, R. (2019). The effectiveness of working memory computer assisted program on executive functions and reading progress of students with reading disability disorder. Electronic Journal of General Medicine, 16(2), em123. https://doi.org/10.29333/ejgm/94044
• Alahmadi, N. A., & El Keshky, M. (2018). Assessing primary school teachers’ knowledge of specific learning disabilities in the Kingdom of Saudi Arabia. Journal of Educational and Developmental Psychology, 9(1), 9-22. https://doi.org/10.5539/jedp.v9n1p9
• Ardilla, A., & Rosselli, M. (2002). Acalculia and dyscalculia. Neuropsychology Review, 12(4), 179-231. https://doi.org/10.1023/A:1021343508573
• Attwood, T. (2010). Dyscalculia minus understanding equals problem. Special Educational Needs Magazine, 47, 86-87.
• Boaler, J., & Dweck, C. S. (2016). Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages and innovative teaching. San Francisco, CA: Jossey-Bass.
• Brown, M., Brown, P., & Bibby, T. (2008). I would rather die: Reasons given by 16- years-olds for not continuing their study of mathematics. Research in Mathematics Education, 10(1), 3-18. https://doi.org/10.1080/14794800801915814
• Bugden, S., & Ansari, D. (2015). How can cognitive developmental neuroscience constrain our understanding of developmental dyscalculia? In S. Chinn (Ed.). The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties (pp. 18-43). London, United Kingdom: Routledge.
• Butterworth, B. (2005). The development of arithmetical abilities. Journal of Child Psychology and Psychiatry, 46(1), 3-18. https://doi.org/10.1111/j.1469-7610.2005.00374.x
• Cappelli, L. F. (2018). Student handbook 2018-2019. Disability Services Office. Camden County College. USA.
• Carnine, D., Jitendra, A., & Silbert, J. (1997). A descriptive analysis of mathematics curricular materials from a pedagogical perspective. Remedial and Special Education, 18, 66-81. https://doi.org/10.1177/074193259701800201
• CBS, (2014). Population Monograph of Nepal (Vol. II). Kathmandu, Nepal: Central Bureau of Statistics.
• Chinn, S. J. (2015). The Routledge international handbook of dyscalculia and mathematical learning difficulties. Abingdon, Oxon: Routledge/Taylor & Francis Group. https://doi.org/10.4324/9781315740713
• Colgan, L. (2014). Making math children will love: Building positive mathitudes to improve student achievement in mathematics. What works? Research into Practice Research Monograph 56. Student Achievement Division, Ontario Ministry of Education. Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_MakingMath.pdf
• Cortiella, C., & Horowitz, S. H. (2014). The state of learning disabilities: facts, trends and emerging issues. New York: National Center for Learning Disabilities.
• Courtade, G. R., Test, D. W., & Cook, B. G. (2015). Evidence-based practices for learners with severe intellectual disability. Research and Practice for Persons with Severe Disabilities, 39(4), 305-318. https://doi.org/10.1177/1540796914566711
• Devine, A., Soltész, F., Nobes, A., Goswami, U., & Szucs, D. (2013). Gender differences in developmental dyscalculia depend on diagnostic criteria. Learning and Instruction, 27(n), 31-39. https://doi.org/10.1016/j.learninstruc.2013.02.004
• DoE & DIRD (2014). Analyzing educational status of children with disability and identifying critical intervention to promote their enrollment, retention and success in school. Retrieved from https://www.doi.gov.np
• Fu, S. H., & Chin, K. E. (2017). An online survey research regarding awareness of Dyscalculia among educators in Sandakan district, Sabah. International Journal of Academic Research in Progressive Education and Development, 6(2), 1-10. https://doi.org/10.6007/IJARPED/v6-i2/2891
• Fuchs, L. S., Fuchs, D., & Speece, D. L. (2002). Treatment validity as a unifying construct for identifying learning disabilities. Learning Disability Quarterly, 25, 33-45. https://doi.org/10.2307/1511189
• Geary, D. (2004). Mathematics and learning disabilities. Journal of Learning Disabilities, 37(1), 4-15. https://doi.org/10.1177/00222194040370010201
• Geary, D. C. (2006). Dyscalculia at an early stage: characteristics and potential influence on socio- emotional development. In R. E. Tremblay, R. G. Barr, & R. D. Peters (Ed.), Encyclopaedia on Early Childhood Development (pp. 1-4). Montreal: Centre of Excellence for Early Childhood Development.
• Ghimere, S. (2017). Knowledge of primary school teacher regarding learning disabilities in school children. Journal of Nobel Medical College. https://doi.org/10.3126/jonmc.v6i1.18084
• Glynis, H. (2013). Dyscalculia: action plans for successful learning in mathematics (2nd ed.). London: Routledge.
• Graves, T. (2018). Teacher knowledge and perception of mathematics disabilities and dyscalculia.SMTC Plan B Papers. 71. http://repository.uwyo.edu/smtc_plan_b/71
• Haberstroh, S., & Schulte-Korne, G. (2019).The diagnosis and treatment of dyscalculia. Deutsches Arzteblatt international, 116(7), 107-114. https://doi.org/10.3238/arztebl.2019.0107
• Hong, H., & Lin-Siegler, X. (2012). How learning about scientists’ struggles influences students’ interest and learning in physics. Journal of Educational Psychology, 104, 469-484. https://doi.org/10.1037/a0026224
• Hornigold, J. (2015). Dyscalculia: pocketbook. Teachers’ Pocketbooks, UK.
• Jeya, A. A., & Albina, A. P. (2019). A study of students with dyscalculia and their mathematical abilities at primary schools in Karaikudi. PEOPLE: International Journal of Social Sciences, 4(3), 1533-1542. https://doi.org/10.20319/pijss.2019.43.15331542
• Kamala, R., & Ramganesh, E. (2013). Knowledge of specific learning disabilities among teacher educators in Puducherry, Union Territory in India. International Review of Social Sciences and Humanities, 6(1), 168-175.
• Karasakal, M. (2018). Promoting primary school teachers’ awareness of dyscalculia (Unpublished master’s thesis). The Graduate School of Education of Ihsan Dogramaci Bilkent University.
• Kaufmann, L. (2008). Dyscalculia: neuroscience and education. Educational Research, 50(2) 163-175. https://doi.org/10.1080/00131880802082658
• Khing, B. (2016). Dyscalculia: its types, symptoms, causal factors, and remedial programs. Learning Community, 7(3), 217-229. https://doi.org/10.5958/2231-458X.2016.00022.1
• Kosc, L. (1974). Developmental dyscalculia. Journal of Learning Disabilities, 7(3), 46-59. https://doi.org/10.1177/002221947400700309
• Kucian, K., & Von Aster, M. (2015).Developmental dyscalculia. European Journal of Pediatrics, 174(1), 1-13. https://doi.org/10.1007/s00431-014-2455-7
• Lenhard, W., & Lenhard, A. (2013). Learning difficulties. In L. Meyer (Ed.), Oxford Bibliographies in Education. New York: Oxford University Press. https://doi.org/10.1093/obo/9780199756810-0115
• Lingeswaran, A. (2013). Assessing knowledge of primary school teachers on specific learning disabilities in two schools in India. Journal of Education and Health Promotion, 2. https://doi.org/10.4103/2277-9531.115807
• Little, M. E. (2009). Teaching mathematics: issues and solutions. Teaching Exceptional Children Plus, 6(1), 1-15.
• MoE. (2018). Education in figures 2017: at a glance report. Kathmandu: Ministry of Education, Science & Technology.
• NASA. (2019). Report on the National Assessment of Student Achievement (Grade 5: Mathematics and Nepali), Sanothimi: Education Review Office.
• Nunnally, J. C. (1967). Psychometric theory. New York: McGraw-Hill.
• Paula, S., Paulo, C. D., & Cadime, I. (2016). Predictors of primary school teachers’ knowledge about developmental dyscalculia, European Journal of Special Needs Education, 32(2), 204-220. https://doi.org/10.1080/08856257.2016.1216635
• Price, G., & Ansari, D. (2013). Dyscalculia: characteristics, causes, and treatment. Numeracy, 6(1), 1-16. https://doi.org/10.5038/1936-4660.6.1.2
• Re, A. M., Pedron, M., Tressoldi, P. E., & Lucangeli, D. (2014). Response to specific training for students with different levels of mathematical difficulties. Exceptional Children, 80(3), 337-352. https://doi.org/10.1177/0014402914522424
• Rubinsten, O., & Henik, A. (2009). Developmental dyscalculia: heterogeneity might not mean different mechanisms. Trends in Cognitive Sciences 13(2), 92-99. https://doi.org/10.1016/j.tics.2008.11.002
• Rubinsten, O., & Tannock, R. (2010). Mathematics anxiety in children with developmental dyscalculia. Behavioral and Brain Functions, 6(46), 1-13. https://doi.org/10.1186/1744-9081-6-46
• Shalev, R. (2004). Developmental dyscalculia. Journal of Child Neurology, 19(10), 765-771. https://doi.org/10.1177/08830738040190100601
• Shalev, R. S., & M. G. Von Aster. (2008). Identification, classification, and prevalence of developmental dyscalculia. In Encyclopaedia of Language and Literacy Development (pp. 1-9). London: Canadian Language and Literacy Research Network.
• Shari, M., & Vranda, M. N. (2016). Attitude of primary school teachers towards children with learning disabilities Journal of Indian Association of Child Adolescent Mental Health, 12(4), 323-335.
• Sharma, M. (2020). Mathematics for all. Mathematics education workshop series at Framingham State University. Mathematics Education Workshop Series.
• Soares, N., & Patel, D. (2015). Dyscalculia. International Journal of Child and Adolescent Health, 8(1), 15-26. Retrieved from http://libproxy.uwyo.edu/login/?url=https://searchproquest-
• Soares, N., Evans, T., & Patel, D. R. (2018). Specific learning disability in mathematics: a comprehensive review. Translational Pediatrics, 7(1), 48-62. https://doi.org/10.21037/tp.2017.08.03
• Soykan, E., & Ozdamlı, F. (2017). Evaluation of the android software for special needs children. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 2683-699. https://doi.org/10.12973/eurasia.2017.01247a
• Wadlington, E., & Wadlington, P. (2008). Helping students with mathematical disabilities to succeed. Preventing School Failure: Alternative Education for Children and Youth, 53(1), 2-7. https://doi.org/10.3200/PSFL.53.1.2-7

APA

Kunwar, R., & Sharma, L. (2020). Exploring Teachers’ Knowledge and Students’ Status about Dyscalculia at Basic Level Students in Nepal. Eurasia Journal of Mathematics, Science and Technology Education, 16(12), em1906. https://doi.org/10.29333/ejmste/8940

Vancouver

Kunwar R, Sharma L. Exploring Teachers’ Knowledge and Students’ Status about Dyscalculia at Basic Level Students in Nepal. EURASIA J Math Sci Tech Ed. 2020;16(12):em1906. https://doi.org/10.29333/ejmste/8940

AMA

Kunwar R, Sharma L. Exploring Teachers’ Knowledge and Students’ Status about Dyscalculia at Basic Level Students in Nepal. EURASIA J Math Sci Tech Ed. 2020;16(12), em1906. https://doi.org/10.29333/ejmste/8940

Chicago

Kunwar, Rajendra, and Lekhnath Sharma. "Exploring Teachers’ Knowledge and Students’ Status about Dyscalculia at Basic Level Students in Nepal". Eurasia Journal of Mathematics, Science and Technology Education 2020 16 no. 12 (2020): em1906. https://doi.org/10.29333/ejmste/8940

Harvard

Kunwar, R., and Sharma, L. (2020). Exploring Teachers’ Knowledge and Students’ Status about Dyscalculia at Basic Level Students in Nepal. Eurasia Journal of Mathematics, Science and Technology Education, 16(12), em1906. https://doi.org/10.29333/ejmste/8940

MLA

Kunwar, Rajendra et al. "Exploring Teachers’ Knowledge and Students’ Status about Dyscalculia at Basic Level Students in Nepal". Eurasia Journal of Mathematics, Science and Technology Education, vol. 16, no. 12, 2020, em1906. https://doi.org/10.29333/ejmste/8940