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Dear MCLS Community,<br>
<br>
here is the list of new math cognition publications based on information submitted in January and February 2023.<br>
To include your new publication in the April edition of this newsletter, please submit your information by March 31st, 2023:<br>
<br>
https://forms.gle/pdv38tBbn2qJPyZh8<br>
<br>
<strong>The influence of home environmental factors on kindergarten children's addition strategy use </strong><br>
DePascale, M., Jaeggi, S. M., & Ramani, G. B.<br>
Frontiers in Psychology <br>
addition strategy, SES, home learning environment<br>
<a href="mailto:mary.depascale@bc.edu" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">mary.depascale@bc.edu</a> <br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=5993fce0a7&e=b639d331ec" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">https://doi.org/10.3389/fpsyg.2022.1027431</a><br>
<br>
<strong>The relationship between primary school children’s inhibition and the processing of rational numbers </strong><br>
De Keersmaeker, K., Van Hoof, J., & Van Dooren, W. <br>
European Journal of Psychology of Education <br>
inhibition, natural number bias, rational numbers <br>
<a href="mailto:karen.dekeersmaeker@kuleuven.be" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">karen.dekeersmaeker@kuleuven.be</a><br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=39dc4bd3b9&e=b639d331ec" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">https://doi.org/10.1007/s10212-022-00669-y</a><br>
<br>
<strong>A refined description of initial symbolic number acquisition </strong><br>
Attila Krajcsi, Edina Fintor <br>
Cognitive Development <br>
Cardinality principle; Give a number task; Subset-knowers; Preschoolers’ number knowledge<br>
<a href="mailto:krajcsi@gmail.com" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">krajcsi@gmail.com</a> <br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=9935c0cbdb&e=b639d331ec" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">https://doi.org/10.1016/j.cogdev.2022.101288</a><br>
<br>
<strong>The approximate number system cannot be the leading factor in the acquisition of the first symbolic numbers </strong><br>
Krajcsi, A., Fedele, M., Reynvoet, B. <br>
Cognitive Development <br>
Approximate number system; Subset-knowers; Symbolic number acquisition; Numerical cognition development <br>
<a href="mailto:krajcsi@gmail.com" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">krajcsi@gmail.com</a> <br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=7c22654cc5&e=b639d331ec" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">https://doi.org/10.1016/j.cogdev.2022.101285</a><br>
<br>
<strong>Stimulus frequency alone can account for the size effect in number comparison </strong><br>
Krajcsi, A., Kojouharova, P. <br>
Acta Psychologica <br>
Symbolic number comparison; Size effect; Distance effect; Approximate number system; Discrete semantic system <br>
<a href="mailto:krajcsi@gmail.com" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">krajcsi@gmail.com</a> <br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=254d1b9154&e=b639d331ec" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">https://doi.org/10.1016/j.actpsy.2022.103817</a><br>
<br>
<strong>Training arithmetical skills when finger counting and working memory cannot be used: A single case study in a child with cerebral palsy. </strong><br>
Neveu, Geurten and Rousselle <br>
Applied Neuropsychology: Child <br>
case-control study; evidence-based practice; mathematical cognition <br>
<a href="mailto:mneveu@uliege.be" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">mneveu@uliege.be</a><br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=2b228fe248&e=b639d331ec" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">https://orbi.uliege.be/handle/2268/299122</a><br>
<br>
<strong>Math self-efficacy or anxiety? The role of emotional and motivational contribution in math performance </strong><br>
Živković, M., Pellizzoni, S., Doz, E., Cuder, A., Mammarella, I., & Passolunghi, M. C. <br>
Social Psychology of Education <br>
positive and negative emotions, self-efficacy, math performance <br>
<a href="mailto:marija.zivkovic@phd.units.it" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">marija.zivkovic@phd.units.it</a> <br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=582b375831&e=b639d331ec" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">https://doi.org/10.1007/s11218-023-09760-8</a><br>
<br>
<strong>With a little help from our pediatrician: An intervention to promote mathematics-related home activities through regular well-child visits </strong><br>
Tomasetto, C., LeFevre, J. A., Passolunghi, M. C., De Vita, C., Guardabassi, V., Brunelli, A., Ciotti, F., & Biasini, G.<br>
Frontiers in Psychology <br>
early numeracy, home mathematics environment, intervention <br>
<a href="mailto:carlo.tomasetto@unibo.it" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">carlo.tomasetto@unibo.it</a> <br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=08b11ae707&e=b639d331ec" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">https://doi.org/10.3389/fpsyg.2022.1051822</a><br>
<br>
<strong>Age group differences in SFON tendency and arithmetical skills of four to seven year olds in four countries with different school starting ages </strong><br>
Minna Hannula-Sormunen, Sophie Batchelor, JokeTorbeyns, Victoria Simms, Cristina Nanu, Eero Laakkonen, Bert De Smedt <br>
Cognitive Development <br>
SFON, Arithmetical skills, Age group differences <br>
<a href="mailto:Minna.Hannula-Sormunen@utu.fi" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">Minna.Hannula-Sormunen@utu.fi</a><br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=0fbac17a57&e=b639d331ec" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">https://www.sciencedirect.com/science/article/pii/S0885201423000011</a><br>
<br>
<strong>The plural counts: Inconsistent grammatical number hinders numerical development in preschoolers — A cross-linguistic study </strong><br>
Haman, M., Lipowska, K., Soltanlou, M., Cipora, K., Domahs, F., & Nuerk, H.-C. <br>
Cognition <br>
Cross-linguistic differences, Symbolic number comparison, Grammatical number <br>
<a href="mailto:maciej.haman@psych.uw.edu.pl" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">maciej.haman@psych.uw.edu.pl</a> <br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=81f8a189af&e=b639d331ec" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">https://doi.org/10.1016/j.cognition.2023.105383</a><br>
<br>
<strong>The mathematical brain at rest </strong><br>
Eric D. Wilkey, Ira Gupta, Ashini Peiris, Daniel Ansari <br>
Current Opinion in Behavioral Sciences <br>
resting state functional connectivity, fMRI, scoping review <br>
<a href="mailto:daniel.ansari@uwo.ca" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">daniel.ansari@uwo.ca</a><br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=be321ccda8&e=b639d331ec" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">https://authors.elsevier.com/c/1gS6v8MqMiiu5u</a><br>
<br>
<strong>Spatial visualization and measurement of area: A case study in spatialized mathematics instruction </strong><br>
Harris, D., Logan, T., Lowrie, T. <br>
Journal of Mathematical Behavior <br>
visualization, measurement, area <br>
<a href="mailto:danielle.harris@canberra.edu.au" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">danielle.harris@canberra.edu.au</a><br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=b7f36e6a78&e=b639d331ec" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">https://www.sciencedirect.com/science/article/pii/S0732312323000081?via%3Dihub</a><br>
<br>
<strong>Evaluating the impact of supplemental computer-assisted math instruction in elementary school: A conceptual replication </strong><br>
Foster, M. E. <br>
Journal of Research on Educational Effectiveness <br>
Computer-assisted instruction numeracy geometry<br>
<a href="mailto:mefoster@usf.edu" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">mefoster@usf.edu</a> <br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=39f5a98ec2&e=b639d331ec" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">https://www.tandfonline.com/doi/full/10.1080/19345747.2023.2174919</a><br>
<br>
<strong>The role of executive function in shaping the longitudinal stability of math achievement during early elementary grades. </strong><br>
Ribner, A., Ahmed, S., Miller-Cotto, D., & Ellis, A. <br>
Early Childhood Research Quarterly <br>
executive function; latent growth curve models; math achievement <br>
<a href="mailto:andy.ribner@pitt.edu" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">andy.ribner@pitt.edu</a><br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=3053b2712c&e=b639d331ec" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">https://www.sciencedirect.com/science/article/pii/S0885200623000285?dgcid=author</a><br>
<br>
<strong>How many seconds was that? Teaching children about time does not refine their ability to track durations </strong><br>
Hamamouche, K., Cordes, S. <br>
Cognition <br>
Timing; Symbolic Representations; Refinement Hypothesis<br>
<a href="mailto:khamamou@butler.edu" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">khamamou@butler.edu</a> <br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=4ea6db0d42&e=b639d331ec" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">https://authors.elsevier.com/c/1gfTV2Hx2tWf~</a><br>
<br>
<strong>Young children's career aspirations: Gender differences, STEM ambitions, and expected skill use </strong><br>
Conlon, R.A., Barroso, C., & Ganley, C.M. <br>
The Career Development Quarterly <br>
elementary school, career aspirations, STEM <br>
<a href="mailto:conlon@psy.fsu.edu" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">conlon@psy.fsu.edu</a> <br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=b0d25ef1a6&e=b639d331ec" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">https://onlinelibrary.wiley.com/doi/full/10.1002/cdq.12312</a><br>
<br>
<strong>"We don’t have things for counting": An exploration of early numeracy skills and home learning experiences of children growing up in poverty in South Africa </strong><br>
Merkley, R., Sernoskie, E., Cook, C. J., Howard, S. J., Makaula, H., Mshudulu, M., Tshetu, N., Draper, C. E., & Scerif, G. <br>
Journal of Numerical Cognition <br>
early numeracy, home environment, low-income settings <br>
<a href="mailto:gaia.scerif@psy.ox.ac.uk" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">gaia.scerif@psy.ox.ac.uk</a> <br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=bf9c870986&e=b639d331ec" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">https://www.psycharchives.org/en/item/12a6ac0e-e787-49ec-9756-fb4f8ce6848a</a><br>
<br>
<strong>Adaptive number knowledge among primary school students of various ages </strong><br>
Pehkonen, S., Lehtinen, A., Nieminen, P. & Hähkiöniemi, M. <br>
Nordic Studies in Mathematics Education <br>
Adaptive number knowledge, age differences, latent profile analysis <br>
<a href="mailto:salla.m.pehkonen@jyu.fi" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">salla.m.pehkonen@jyu.fi</a> <br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=f479102dd5&e=b639d331ec" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">https://ncm.gu.se/wp-content/uploads/2022/12/27_4_003024_pehkonen.pdf</a><br>
<br>
<strong>Resisting the urge to calculate: The relation between inhibition skills and perceptual cues in arithmetic performance </strong><br>
Closser, A. H., Chan, J. Y.-C., & Ottmar, E. R. <br>
Quarterly Journal of Experimental Psychology <br>
perceptual cues; inhibition; arithmetic <br>
<a href="mailto:aclosser@purdue.edu" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">aclosser@purdue.edu</a><br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=bdab77848a&e=b639d331ec" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">https://journals.sagepub.com/doi/10.1177/17470218231156125</a><br>
<br>
<strong>Does Parental Self-Efficacy Predict Math Performance Among Black American School-Age Children </strong><br>
Harris, Y.R., Inan, S., Woodbury, G., Modirrousta, A., Lawal, A <br>
Negro Educational Review <br>
parenting self efficacy math <br>
<a href="mailto:harrisyr@miamioh.edu" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">harrisyr@miamioh.edu</a><br>
<br>
<strong>Numerical Cognition after Brain Injury: Is There a Relationship between Subitizing and Arithmetical Abilities?</strong><br>
Gosling, E., Demeyere, N., Dowker, A. <br>
Brain Sciences<br>
Arithmetic; Subitizing; Post-stroke patients <br>
<a href="mailto:ann.dowker@psy.ox.ac.uk" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">ann.dowker@psy.ox.ac.uk</a> <br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=c363fdcfde&e=b639d331ec" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">https://www.mdpi.com/2076-3425/13/3/381</a><br>
<br>
<strong>Conditions of distance learning and teaching and their relation to elementary school children’s basic number skills after the suspension of face-to-face teaching during the COVID-19 pandemic</strong><br>
Orbach, L., Fritz. A., Haase, V.G., Dowker, A., Rasanen, P. <br>
Frontiers in Educational Psychology <br>
COVID- 19; Math achievement; Distance learning,<br>
<a href="mailto:lars.orbach@gmail.com" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">lars.orbach@gmail.com</a>; <a href="mailto:a.fritz.stratmann@gmail.com" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">a.fritz.stratmann@gmail.com</a> <br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=35de2d4ec8&e=b639d331ec" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">https://www.frontiersin.org/articles/10.3389/feduc.2023.1083074/full</a><br>
<br>
<strong>Does Anxiety Explain Why Math-Anxious People Underperform in Math? </strong><br>
Daker RJ, Gattas SU, Necka EA, Green AE, Lyons IM <br>
NPJ: Science of Learning <br>
Math Anxiety, Math Performance, Heart-Rate Variability <br>
<a href="mailto:rjd107@georgetown.edu" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">rjd107@georgetown.edu</a><br>
<br>
<strong>Rethinking Executive Functions in Mathematical Cognition </strong><br>
Medrano, J., Prather, R. W. <br>
Journal of Cognition and Development <br>
Executive functions, mathematical cognition, inhibitory control <br>
<a href="mailto:jmed7@umd.edu" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">jmed7@umd.edu</a> <br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=ca77bfa73c&e=b639d331ec" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">https://osf.io/y9mbn/</a><br>
<br>
<strong>The relation between complement understanding and computational skills: A random intercept cross-lagged panel model </strong><br>
Yip, E. S.-K., Wong, T. T.-Y., & Kwan, K.-T. <br>
Developmental Psychology <br>
complement, computational skills, arithmetic principles <br>
<a href="mailto:terrytywong@gmail.com" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">terrytywong@gmail.com</a> <br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=6f98249537&e=b639d331ec" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">https://dx.doi.org/10.1037/dev0001481</a><br>
<br>
<strong>A Meta-analysis of the Worked Examples Effect on Mathematics Performance </strong><br>
Barbieri, C.A., Miller-Cotto, D., Clerjuste, S., & Chawla, K. <br>
Educational Psychology Review <br>
worked examples; mathematics; meta-analysis <br>
<a href="mailto:barbieri@udel.edu" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">barbieri@udel.edu</a> <br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=f1e6a34ab7&e=b639d331ec" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">https://link.springer.com/article/10.1007/s10648-023-09745-1</a><br>
<br>
<strong>Let’s be rational: Worked examples supplemented textbooks improve conceptual and fraction knowledge </strong><br>
Barbieri, C.A., Booth, J.L., & Chawla, K. <br>
Educational Psychology <br>
worked examples; fractions; rational numbers <br>
<a href="mailto:barbieri@udel.edu" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">barbieri@udel.edu</a> <br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=0256a6eec0&e=b639d331ec" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">https://www.tandfonline.com/eprint/UPJNUW63XJNRPTYWXGRB/full?target=10.1080/014434<br>
10.2022.2144142</a><br>
<br>
<strong>Modeling the left digit effect in adult number line estimation </strong><br>
Patalano, A.L., Kayton, K., & Barth, H. <br>
Cognition <br>
left digit effect, number line estimation, mathematical modeling <br>
<a href="mailto:apatalano@wesleyan.edu" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">apatalano@wesleyan.edu</a> <br>
<br>
<strong>How does the modern home environment impact children's mathematics knowledge? Evidence from Canadian elementary children's digital home numeracy practice (DHNP) </strong><br>
Alam, S. S.., Dubé, A.K. <br>
Journal of Computer Assisted Learning <br>
Digital Home Numeracy <br>
<a href="mailto:sabrina.alam@mail.mcgill.ca" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">sabrina.alam@mail.mcgill.ca</a><br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=a81e257116&e=b639d331ec" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">https://onlinelibrary.wiley.com/doi/full/10.1111/jcal.12795</a> <br>
<br>
<strong>Measuring Digital Home Numeracy Practice: A Scale Development and Validation Study </strong><br>
Alam, S.S., Dubé, A.K.<br>
Journal of Research in Childhood Education <br>
Digital Home Numeracy <br>
<a href="mailto:sabrina.alam@mail.mcgill.ca" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">sabrina.alam@mail.mcgill.ca</a><br>
<a href="https://the-mcls.us20.list-manage.com/track/click?u=52a664da881817eed812437d0&id=94793f24c7&e=b639d331ec" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">https://www.tandfonline.com/eprint/FTINHYCAVEJK6NGFAH27/full?target=10.1080/02568543.2022.2100021</a><br>
<br>
<strong>Topographical map for quantities – Indeed? Commentary on Harvey et al 2013, 2017 </strong><br>
Leibovich-Raveh, T. <br>
Current Research in Behavioral Sciences <br>
passive viewing task, quantities, continuous magnitudes <br>
<a href="mailto:talil@edu.haifa.ac.il" style="mso-line-height-rule: exactly;-ms-text-size-adjust: 100%;-webkit-text-size-adjust: 100%;color: #007C89;font-weight: normal;text-decoration: underline;">talil@edu.haifa.ac.il</a> <br>
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