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Issue Title
 
Vol 2, No 1 (2016) Challenges in Mathematical Cognition: A Collaboratively-Derived Research Agenda Abstract   PDF   HTML
Lara Alcock, Daniel Ansari, Sophie Batchelor, Marie-Josée Bisson, Bert De Smedt, Camilla Gilmore, Silke M. Göbel, Minna Hannula-Sormunen, Jeremy Hodgen, Matthew Inglis, Ian Jones, Michèle Mazzocco, Nicole McNeil, Michael Schneider, Victoria Simms, Keith Weber
 
Vol 2, No 1 (2016) Challenges in Teaching Mathematics: Perspectives From Students’ Learning Difficulties. Reflections on 'Challenges in Mathematical Cognition' by Alcock et al. (2016) Abstract   PDF   HTML
Steve Chinn
 
Vol 2, No 1 (2016) Cross-Cultural and Intra-Cultural Differences in Finger-Counting Habits and Number Magnitude Processing: Embodied Numerosity in Canadian and Chinese University Students Abstract   PDF   HTML
Kyle Richard Morrissey, Mowei Liu, Jingmei Kang, Darcy Hallett, Qiangqiang Wang
 
Vol 1, No 1 (2015) Developmental Continuity in the Link Between Sensitivity to Numerosity and Physical Size Abstract   PDF   HTML
Ariel Starr, Elizabeth M. Brannon
 
Vol 2, No 1 (2016) Disciplinary Differences Between Cognitive Psychology and Mathematics Education: A Developmental Disconnection Syndrome. Reflections on 'Challenges in Mathematical Cognition' by Alcock et al. (2016) Abstract   PDF   HTML
Daniel Berch
 
Vol 2, No 3 (2017) Do We Have a Sense for Irrational Numbers? Abstract   PDF   HTML
Andreas Obersteiner, Veronika Hofreiter
 
Vol 2, No 3 (2017) Encoding “10ness” Improves First-Graders’ Estimation of Numerical Magnitudes Abstract   PDF   HTML
Yu Zhang, Yukari Okamoto
 
Vol 2, No 3 (2017) Estimation of Importance: Relative Contributions of Symbolic and Non-Symbolic Number Systems to Exact and Approximate Calculation Abstract   PDF   HTML
Rylan J. Waring, Marcie Penner-Wilger
 
Vol 1, No 1 (2015) Finding a Voice for Numerical Cognition Abstract   PDF   HTML
John Towse
 
Vol 2, No 2 (2016) Intensive Math Training Does not Affect Approximate Number Acuity: Evidence From a Three-Year Longitudinal Curriculum Intervention Abstract   PDF   HTML
Jessica Sullivan, Michael C. Frank, David Barner
 
Vol 2, No 1 (2016) Mathematical Competence, Teaching, and Learning. Reflections on 'Challenges in Mathematical Cognition' by Alcock et al. (2016) Abstract   PDF   HTML
Kerry Lee
 
Vol 2, No 3 (2017) Numerical Cognition Speaks Up: Reflections and Acknowledgements on the Journal of Numerical Cognition Abstract   PDF   HTML
John Towse
 
Vol 2, No 2 (2016) Relational Quantitative Reasoning in Kindergarten Predicts Mathematical Achievement in Third Grade Abstract   PDF   HTML
Lennart Schalk, Henrik Saalbach, Roland H. Grabner, Elsbeth Stern
 
Vol 1, No 1 (2015) Student Magnitude Knowledge of Negative Numbers Abstract   PDF   HTML
Laura K. Young, Julie L. Booth
 
Vol 2, No 3 (2017) The Cognitive Estimation Task Is Nonunitary: Evidence for Multiple Magnitude Representation Mechanisms Among Normative and ADHD College Students Abstract   PDF   HTML
Sarit Ashkenazi, Yulia Tsyganov
 
Vol 1, No 1 (2015) The Development of Arabic Digit Knowledge in 4- to 7-Year-Old Children Abstract   PDF   HTML
Birgit Knudsen, Martin H. Fischer, Anne Henning, Gisa Aschersleben
 
Vol 2, No 2 (2016) The Obligatory Activation of Practiced Complex Multiplication Facts and What it Tells Us About Models of Arithmetic Processing Abstract   PDF   HTML
Loel Tronsky
 
Vol 2, No 2 (2016) The Relationship Between Problem Size and Fixation Patterns During Addition, Subtraction, Multiplication, and Division Abstract   PDF   HTML
Evan T. Curtis, Matthew G. Huebner, Jo-Anne LeFevre
 
Vol 2, No 2 (2016) Uncanny Sums and Products May Prompt “Wise Choices”: Semantic Misalignment and Numerical Judgments Abstract   PDF   HTML
Ethan C. Brown, Michèle M. M. Mazzocco, Luke F. Rinne, Noah S. Scanlon
 
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