Vol 2, No 2 (2016)

Vol 2, No 2 (2016)

Table of Contents

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

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57-76

Relational Quantitative Reasoning in Kindergarten Predicts Mathematical Achievement in Third Grade

Lennart Schalk, Henrik Saalbach, Roland H. Grabner, Elsbeth Stern

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77-90

The Relationship Between Problem Size and Fixation Patterns During Addition, Subtraction, Multiplication, and Division

Evan T. Curtis, Matthew G. Huebner, Jo-Anne LeFevre

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91-115

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

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116-139

The Obligatory Activation of Practiced Complex Multiplication Facts and What it Tells Us About Models of Arithmetic Processing

Loel Tronsky

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140-165

ISSN: 2363-8761