Schulze, S. & Kuhl, J. (2026). Mathematical Competencies in Students With Intellectual Disability: Correlations With Intelligence, Working Memory, and Years of Schooling. American Journal on Intellectual and Developmental Disabilities. doi.org/10.1080/19447515.2026.2667241
Prediger, S., Kuhl, J., Schulze, S., Wittich, C., Pulz, I., Ademmer, C., & Büscher, C. (2025). How to enable teachers to enhance all students’ understanding of percentages? A quasi-experimental field trial. International Electronic Journal of Mathematics Education, 20(2), em0816. https://doi.org/10.29333/iejme/15899
Barwasser, A, Schulze, S. Gieseler, C., & Grünke, M. (2024). Effects of a strategic math intervention on word problem solving in students with learning disabilities and emotional behavioral disorders. Exceptional Children, 1–20. https://doi.org/10.1177/00144029241247037
Schulze, S. & Kuhl, J. (2024). Working Memory Sensitive Math Intervention in Students With Learning Disabilities – a Single Case Study. Learning Disabilities: A Contemporary Journal, 22(1), 45–65.
Schulze, S. & Kuhl, J. (2024). Ressourcenorientierte Mathematikförderung in der Primarstufe – Pilotierung eines Förderkonzepts. Lernen und Lernstörungen, 13(4), 193–204. https://doi.org/10.1024/2235-0977/a000455
Schulze, S., Lüke, T., & Kuhl, J. (2020). Working Memory Sensitive Math Intervention for Primary School Students – A Multiple Baseline Design Study. Learning Disabilities: A Contemporary Journal, 18, 213–240.
