Vol 4, No 1 (2018)

Special Issue "Psychology and Mathematics Education - bridging approaches to research for understanding the learning and teaching of number"

Table of Contents

Editorial

Bridging Frameworks for Understanding Numerical Cognition
Anderson Norton, Julie Nurnberger-Haag
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1-8
Bridging Psychology and Mathematics Education: Reflections on Boundary Crossing
Martha W. Alibali, Eric J. Knuth
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9-18
Natural Alternatives to Natural Number: The Case of Ratio
Percival G. Matthews, Amy B. Ellis
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19-58
A Tale of Two Researchers: Commonalities, Complementarities, and Contrasts in an Examination of Mental Computation and Relational Thinking
Helena P. Osana, Jérôme Proulx
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59-83
Bridging Psychological and Educational Research on Rational Number Knowledge
Xenia Vamvakoussi, Konstantinos P. Christou, Stella Vosniadou
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84-106
You Can Count on Your Fingers: The Role of Fingers in Early Mathematical Development
Firat Soylu, Frank K. Lester Jr., Sharlene D. Newman
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107-135
Re-Thinking ‘Normal’ Development in the Early Learning of Number
Alf Coles, Nathalie Sinclair
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136-158
Relational Equity and Mathematics Learning: Mutual Construction During Collaborative Problem Solving
José F. Gutiérrez, Sarah A. Brown, Martha W. Alibali
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159-187
Time as a Measure: Elementary Students Positioning the Hands of an Analog Clock
Darrell Earnest, Alicia C. Gonzales, Anna M. Plant
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188-214
Subtraction by Addition Strategy Use in Children of Varying Mathematical Achievement Level: A Choice/No-Choice Study
Joke Torbeyns, Greet Peters, Bert De Smedt, Pol Ghesquière, Lieven Verschaffel
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215-234
It’s not What You Think: Perceptions Regarding the Usefulness of Mathematics May Hinder Performance
Adriana Espinosa
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235-242
Middle School Students' and Mathematicians' Judgments of Mathematical Typicality
Candace Walkington, Jennifer Cooper, Olubukola Leonard, Caroline Williams-Pierce, Chuck Kalish
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243-270