期刊论文

[1]  Yi, L.X., Liu, D., Jiang, T. C., & Xian, Y.C. (2025). The Effectiveness of AI on K-12 Students’ Mathematics Learning: A Systematic Review and Meta-analysis. International Journal of Science and Mathematics Education (SSCI).23(4), 1105-1126. https://doi.org/10.1007/s10763-024-10499-7

[2]  柳笛,陈馨蕾(2025).工作记忆对数学学习困难学生运算能力的影响.中国特殊教育(CSSCI).03.

[3]  Lei, Q., Liu, D., Chen, X., Hirni, M., Wang, J., Abdelnaby, H., & Wei, S. (2025). Mathematics anxiety, trait emotional intelligence, and self-concept: pathways to mathematics performance in students with and without mathematics learning difficulties. Journal of Research in Special Educational Needs (SSCI), 0(0). https://doi.org/10.1111/1471-3802.70020

[4]  Liu, D., W., Mao, Lory, C., Lei, Q., & Yang, X. (2024). The Effect of Computation Interventions for Students With Autm SpectrumDisorder: A Meta-analysis and systematic review. Psychology in the Schools (SSCI), 61(10), 3907-3925. https://doi.org/10.1002/pits.23261

[5]  Liu, D., Lory, C., Lei, Q., Cai, W., Mao, Y., & Yang, X. (2024). Using Explicit Instruction and Virtual Manipulatives to Teach Measurement Concepts for Students with Autism Spectrum Disorder. The Journal of Special Education (SSCI), 58(1), 3-13. https://doi.org/10.1177/00224669231171558

[6]  Liu, D., Mao, Y., Cai, W., Lei, Q., Kang, R., & Zeng, Y. (2024). Meta-Analysis of Tablet-Mediated Interventions to Teach Mathematics for Individuals with Autism Spectrum Disorder and/or Intellectual Disability. Journal ofSpecial Education Technology (SSCI), 39(2), 217-233. https://doi.org/10.1177/01626434231180579

[7]  柳笛,曾滢颖,陈馨蕾(2024).数学词汇重要吗？——数学词汇在一般认知能力与不同数学任务表现间的中介作用. 中国特殊教育, 53(12), 148-160.

[8]  柳笛,毛祎雯,阳子奕，Xin Yanping (2023).基于图式教学法对孤独症学生数学问题解决的干预研究,中国特殊教育, 271, 61-68.

[9]  柳笛,毛祎雯,阳子奕，Xin Yanping (2022).视频提示法对孤独症学生价格比较技能的干预研究,中国特殊教育, 262, 80-88.

[10]  柳笛,毛祎雯(2021).数学学习困难学生数学技能干预效果的元分析,中国特殊教育, 247, 66-74.

[11]  柳笛,蔡玮炜.便携式触屏设备应用于自闭症谱系障碍者数学技能干预研究的元分析,中国特殊教育(权威B),2019,10.

[12]  柳笛.不同亚型数学学习困难儿童应用题问题表征过程的研究,心理与行为研究(CSSCI),2018,16(4).

[13]  柳笛,蔡丹.数困生数字线估计能力的发展及其与PASS各认知过程的关系,中国特殊教育(权威B), 2017,12.

[14]  柳笛.特质情绪智力如何影响学生的学业成就——以小学数学为例,湖南师范大学教育科学学报(CSSCI), 2017, 16(6).

[15]  柳笛.特殊教育教师评估素养:意义、构成和取向, 全球教育展望(CSSCI), 2017,46(4).

[16]  柳笛,杨纯.儿童数量表征研究评述,华东师范大学学报（教育科学版）(CSSCI), 2017, 35(5).

[17]  Yang, C. J., Liu, D., Xu, Z. S., Shi, S. X., & Du, Y. J. The pro-inflammatory cytokines, salivary cortisol and alpha-amylase are associated with generalized anxiety disorder (GAD) in patients with asthma, Neuroscience Letters(SSCI), 2017,656.

[18]  柳笛.表面相似性与共享标签知识对智障儿童数量表征的影响, 心理与行为研究(CSSCI), 2016, 4.

[19] 柳笛,章建跃,王建磐,等.高中数学课标实施中的若干问题与思考,课程·教材·教法(权威B), 2015, 10.

[20]  柳笛.国外智力障碍儿童钱币管理技能教育研究进展,中国康复理论与实践(CSCD), 2015, 21(2).

[21]  Kang, R., Liu, D.The Importance of Multiple Representations of Mathematical Problems: Evidence from Chinese Preservice Elementary Teachers’ Analysis of a Learning Goal, International Journal of Science and Mathematics Education(SSCI),2018,16.

会议论文

柳笛 (2024, 7). A game-based App to facilitate the performance of visuospatial reasoning for primary school students. 口头报告, 第15届国际数学教育大会, 澳大利亚悉尼, 悉尼大学.

柳笛 (2021, 7). Research on the Effectiveness of Virtual Manipulatives for Mathematics Concept Intervention for Students with Autism Spectrum Disorders. 受邀大会报告在, 第14届国际数学教育大会, 上海, 华东师范大学.

柳笛 (2018, 7). Relationships between trait emotional intelligence and different mathematical skills in elementary students. 口头报告, 第42届国际数学教育心理学年会, 瑞典, 于默奥大学.

柳笛 (2017, 7). Relationships between trait emotional intelligence and behavioral problems of Chinese students with mathematics learning disability. 口头报告, 第41届国际数学教育心理学年会, 新加坡, 新加坡南洋理工大学.

柳笛 (2016, 6). 培智学校生活数学课程标准解读.口头报告,教育部基础教育课程教材发展中心,中国, 北京

柳笛 (2016, 7). Problem Representation and Mathematical Problem Solving of Fourth Grade Chinese Students with Mathematics Learning Disability. 口头报告, 第13届国际数学教育大会, 德国, 汉堡大学.

柳笛 (2012, 7). A Comparative study of Chinese and U.S. Pre-service Teachers’ Mathematical Knowledge for Teaching in Planning and Evaluating Instruction. 口头报告, 第13届国际数学教育大会, 韩国, 首尔.