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Home > Archives > 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

PDF HTML 57-76

Relational Quantitative Reasoning in Kindergarten Predicts Mathematical Achievement in Third Grade Lennart Schalk, Henrik Saalbach, Roland H. Grabner, Elsbeth Stern

PDF HTML 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

PDF HTML 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

PDF HTML 116-139

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

PDF HTML 140-165