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Vol. 5 No. 1 (2019)
Empirical Research
Spatial Skills First: The Importance of Mental Rotation for Arithmetic Skill Acquisition
Carrie Georges, Véronique Cornu, Christine Schiltz
The Conception of Substitution of the Equals Sign Plays a Unique Role in Students' Algebra Performance
Emine Simsek, Iro Xenidou-Dervou, Ilyas Karadeniz, Ian Jones
The Association Between Number Magnitude and Space Is Dependent on Notation: Evidence From an Adaptive Perceptual Orientation Task
Tianwei Gong, Baichen Li, Limei Teng, Zijun Zhou, Xuefei Gao, Ting Jiang
Cognitive Heterogeneity of Math Difficulties: A Bottom-up Classification Approach
Larissa de Souza Salvador, Ricardo Moura, Guilherme Wood, Vitor Geraldi Haase
Impairment of Non-Symbolic Number Processing in Children With Mathematical Learning Disability
Anne Lafay, Marie-Catherine St-Pierre, Joël Macoir
The Effects of Depression on Number Perception and its Implications for Theories of Numerical Cognition
Dale J. Cohen, Katherine A. Barker, Madeline R. White
Editorial
A New and Exciting Chapter for the Journal of Numerical Cognition
John Towse
