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Vol. 2 No. 2 (2016)
Current Articles
Research Reports
Intensive Math Training Does not Affect Approximate Number Acuity: Evidence From a Three-Year Longitudinal Curriculum Intervention
Jessica Sullivan, Michael C. Frank, David Barner
Relational Quantitative Reasoning in Kindergarten Predicts Mathematical Achievement in Third Grade
Lennart Schalk, Henrik Saalbach, Roland H. Grabner, Elsbeth Stern
The Relationship Between Problem Size and Fixation Patterns During Addition, Subtraction, Multiplication, and Division
Evan T. Curtis, Matthew G. Huebner, Jo-Anne LeFevre
Uncanny Sums and Products May Prompt “Wise Choices”: Semantic Misalignment and Numerical Judgments
Ethan C. Brown, Michèle M. M. Mazzocco, Luke F. Rinne, Noah S. Scanlon
The Obligatory Activation of Practiced Complex Multiplication Facts and What it Tells Us About Models of Arithmetic Processing
Loel Tronsky
