Vol. 14 No. 3 (2022): Special Issue: Typical and Atypical Mathematics Learning: What do We Learn from Recent Studies?

Articles

• Typical and Atypical Mathematics Learning: What Do We Learn From Recent Studies?

  Gökhan Özsoy, Özlem Doğan Temur, Annemie Desoete

  195-198

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• Spatial Working Memory Counts: Evidence for a Specific Association Between Visuo-spatial Working Memory and Arithmetic in Children

  Lucy Allen, Ann Dowker

  199-211

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• Math Learning in Grade-4 and 5: What Can We Learn Form The Opportunity-Propensity Model?

  Annemie Desoete, Elke Baten

  213-225

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• The Heterogeneity of Mathematical Learning Disabilities: Consequences for Research and Practice

  Evelyn H. Kroesbergen, Marije D. E. Huijsmans, Tijs Kleemans

  227-241

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• Screening for Characteristics of Dyscalculia: Identifying Unconventional Fraction Understandings

  Katherine Lewis, Grace Thompson, Sarah Arvey Tov

  243-267

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• Elementary Students’ Exploration of the Structure of a Word Problem Using Representations

  Ji-Eun Lee, Sunghwan Hwang

  269-281

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• Investigation of the Relationship between Academic Competencies and Social Information Processing of 60–72 Month-Old Children

  Fatma Betül Şenol

  283-294

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• How Do We Learn Mathematics? A Framework for a Theoretical and Practical Model

  Sinan Olkun

  295-302

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• The Effects of a Computer-Based Mathematics Intervention In Primary School Students With and Without Emotional and Behavioral Difficulties

  Moritz Herzog, Gino Casale

  303-317

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• Examination of Home-Based Number and Operation Training Program on Early Mathematics Ability and Mother-Child Relationship

  Ayşegül Akıncı-Coşgun, Fatma Tezel-Şahin

  319-333

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• Predicting Mathematical Learning Difficulties Status: The Role of Domain-Specific and Domain-General Skills

  Riikka Mononen, Markku Niemivirta, Johan Korhonen

  335-352

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• Zero – an Uncommon Number: Preschoolers‘ Conceptual Understanding of Zero

  Julia Hartmann, Moritz Herzog, Annemarie Fritz

  353-361

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• Statistics Anxiety in Flanders: Exploring Its Level, Antecedents, and Performance Impact Across Professional and Academic Bachelor Programs in Psychology

  Jean-Philippe van Dijck, Elger Abrahamse, Steffi Kesteloot, Rebecca Willems, Wim Fias

  363-385

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• An Instructional Design for The Improvement of Counting Skills in 3-Year-Old Children

  Pascual D. Diago, Aida Carbonell-Jornet, David Arnau, Miguel A. García-Moreno

  387-403

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• Using a Touch Point Instructional Package to Teach Subtraction Skills to German Elementary Students At-Risk for LD

  Karolina Urton, Matthias Grünke, Richard T. Boon

  405-416

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• Examining Elementary School Teachers’ Perceptions of and Use of Formative Assessment in Mathematics

  Christie Martin, Maryann Mraz, Drew Polly

  417-425

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• Can Music Support Calculation Skills? A Pilot Study Using Electrophysiological Measures

  Nurdan Korkmaz, Ozlem Dogan Temur

  427-440

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• How a Measuring Perspective Influences Pre-service Teachers’ Reasoning about Fractions with Discrete and Continuous Models

  Muteb M. Alqahtani, Arthur B. Powell, Victoria Webster, Daniela Tirnovan

  441-458

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