National Institute of Education. Nanyang Technological University (NTU), Singapore
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Learning areas for holistic education: Kindergarten teachers’ curriculum priorities, professional development needs, and beliefs
A Bautista, SC Ng, D Múñez, R Bull
International Journal of Child Care and Education Policy 10, 1-18, 2016
Teacher–student interaction in joint word problem solving. The role of situational and mathematical knowledge in mainstream classrooms
J Rosales, S Vicente, JM Chamoso, D Muñez, J Orrantia
Teaching and teacher education 28 (8), 1185-1195, 2012
Los Problemas de Matemáticas Escolares de Primaria,¿ son solo Problemas para el aula?
JMC Sánchez, S Vicente, E Manchado, D Múñez
Cuadernos de Investigación y Formación en Educación Matemática, 261-279, 2014
Preschool teachers’ engagement in professional development: Frequency, perceived usefulness, and relationship with self-efficacy beliefs
DM Méndez, AB Arellano, E Khiu, JS Keh, R Bull
Psychology, Society & Education 9 (2), 181-199, 2017
The effect of external representations on compare word problems: Supporting mental model construction
D Munez, J Orrantia, J Rosales
The Journal of Experimental Education 81 (3), 337-355, 2013
Connecting goals and actions during reading: The role of illustrations
J Orrantia, D Múñez, J Tarín
Reading and Writing 27, 153-170, 2014
Analyzing educational practice in Spanish Primary Education mathematics classes: A tentative explanation for students' mathematical ability
S Vicente, J Rosales, JM Chamoso, D Munez
Cultura y Educación 25 (4), 535-548, 2013
Socioeconomic status, home mathematics environment and math achievement in kindergarten: A mediation analysis
D Muñez, R Bull, K Lee
Developmental Science 24 (6), e13135, 2021
Arithmetic word problem solving: evidence for a magnitude-based mental representation
J Orrantia, D Múñez
Memory & cognition 41, 98-108, 2013
Disentangling the mechanisms of symbolic number processing in adults’ mathematics and arithmetic achievement
J Orrantia, D Muñez, L Matilla, R Sanchez, S San Romualdo, ...
Cognitive Science 43 (1), 2019
Arithmetic word problem solving. Analysis of Singaporean and Spanish textbooks
S Vicente, L Verschaffel, R Sánchez, D Múñez
Educational Studies in Mathematics 111 (3), 375-397, 2022
Working memory and numeracy training for children with math learning difficulties: Evidence from a large-scale implementation in the classroom.
D Muñez, K Lee, R Bull, KH Khng, F Cheam, RA Rahim
Journal of Educational Psychology 114 (8), 1866, 2022
Numerical magnitude understanding in kindergartners: A specific and sensitive predictor of later mathematical difficulties?
R Bull, K Lee, D Muñez
Journal of Educational Psychology 113 (5), 911, 2021
Rasch modeling of the test of early mathematics ability–third edition with a sample of K1 children in Singapore
SY Yao, D Muñez, R Bull, K Lee, KH Khng, K Poon
Journal of Psychoeducational Assessment 35 (6), 615-627, 2017
Resolución de problemas aritméticos: Conocimiento conceptual y nivel de competencia en matemáticas
J Orrantia, D Múñez, M Fernández, L Matilla
Aula Abierta 40 (3), 23-32, 2012
Processing of situational information in story problem texts. An analysis from on-line measures
J Orrantia, D Muñez, S Vicente, L Verschaffel, J Rosales
The Spanish journal of psychology 17, E8, 2014
Supporting the understanding of cardinal number knowledge in preschoolers: Evidence from instructional practices based on finger patterns
J Orrantia, D Muñez, R Sanchez, L Matilla
Early Childhood Research Quarterly 61, 81-89, 2022
Marcadores nucleares de la competencia aritmética en preescolares
JO Rodríguez, SSR Corral, LM Cordero, MRS Fernández, DM Méndez, ...
Psychology, Society & Education 9 (1), 121-134, 2017
Maternal education and siblings: Agents of cognitive development in kindergarten
D Muñez, R Bull, K Lee
Developmental Science 25 (4), e13218, 2022
Effects of numerical surface form in arithmetic word problems.
J Orrantia, D Múñez, S San Romualdo, L Verschaffel
Psicologica: International Journal of Methodology and Experimental …, 2015
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