<div dir="ltr"><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">Dear </span><span class="gmail-il" style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">MCLS</span><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"> Community,</span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">Apologies for sending this on both listservs -- I know some people don't receive emails from one or the other. Here is the list of new math cognition publications based on information submitted in December 2023 and January 2024. Apologies for not sending an email at the start of January!</span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">To include your new publication in the March edition of this newsletter, please submit your information by February 29th, 2023:</span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><a href="https://urldefense.proofpoint.com/v2/url?u=https-3A__forms.gle_pdv38tBbn2qJPyZh8&d=DwQFaQ&c=slrrB7dE8n7gBJbeO0g-IQ&r=VayoKepUaVSDRZHcUhnIjw&m=t9Wg-RVKQ-LqSveEEWewquA61c__Mkx1i1u3AMgANaaoz0xeJsXmle4AHLn_I4hG&s=giA-TKJAcUibKgSCq2tELOzM2bWYlJ9cOnLIscpE_Us&e=" target="_blank" style="color:rgb(0,124,137);font-family:Helvetica;font-size:16px">https://forms.gle/pdv38tBbn2qJPyZh8</a><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><strong style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">The Natural Number Bias Hampers Secondary School Students in Different Ways: A Conceptual Replication of Van Hoof et al. (2013) </strong><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">Hernández Hernández, Xolocotzin, and Sánchez Aguilar </span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">Implementation and Replication Studies in Mathematics Education</span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">Natural number bias, Conceptual replication, Global South </span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><a href="mailto:Ulises.Xolocotzin@cinvestav.mx" target="_blank" style="color:rgb(0,124,137);font-family:Helvetica;font-size:16px">Ulises.Xolocotzin@cinvestav.mx</a><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"> </span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><a href="https://urldefense.proofpoint.com/v2/url?u=https-3A__the-2Dmcls.us20.list-2Dmanage.com_track_click-3Fu-3D52a664da881817eed812437d0-26id-3D83e668e29e-26e-3Df13dd00558&d=DwMFaQ&c=slrrB7dE8n7gBJbeO0g-IQ&r=VayoKepUaVSDRZHcUhnIjw&m=t9Wg-RVKQ-LqSveEEWewquA61c__Mkx1i1u3AMgANaaoz0xeJsXmle4AHLn_I4hG&s=_TwDxauJyM1HM5H4AV3Vk1a0F4IFNSCxv-QIut3uhj0&e=" target="_blank" style="color:rgb(0,124,137);font-family:Helvetica;font-size:16px">https://doi.org/10.1163/26670127-bja10016</a><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"> </span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><strong style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">Disentangling magnitude processing, natural number biases, and benchmarking in fraction comparison tasks: A person-centered Bayesian classification approach </strong><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">Reinhold, F., Leuders, T., & Loibl, K. </span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">Contemporary Educational Psychology </span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">Typical errors, Natural number bias, Magnitude estimation</span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><a href="mailto:frank.reinhold@ph-freiburg.de" target="_blank" style="color:rgb(0,124,137);font-family:Helvetica;font-size:16px">frank.reinhold@ph-freiburg.de</a><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><a href="https://urldefense.proofpoint.com/v2/url?u=https-3A__the-2Dmcls.us20.list-2Dmanage.com_track_click-3Fu-3D52a664da881817eed812437d0-26id-3D7a170a558f-26e-3Df13dd00558&d=DwMFaQ&c=slrrB7dE8n7gBJbeO0g-IQ&r=VayoKepUaVSDRZHcUhnIjw&m=t9Wg-RVKQ-LqSveEEWewquA61c__Mkx1i1u3AMgANaaoz0xeJsXmle4AHLn_I4hG&s=gl7WSoyPZs-6To9LEMVMGhn01g262ytkmbY7OIeYuIw&e=" target="_blank" style="color:rgb(0,124,137);font-family:Helvetica;font-size:16px">https://doi.org/10.1016/j.cedpsych.2023.102224</a><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"> </span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><strong style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">Participatory design for Cognitive Science: Examples from the Learning Sciences and Human-Computer Interaction </strong><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">Chan, J. Y.-C., Nagashima, T., Closser, A. H. </span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><em style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">Cognitive Science </em><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">participatory design, community-engaged research; meta-science; research methodology </span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><a href="mailto:chanjyc@eduhk.hk" target="_blank" style="color:rgb(0,124,137);font-family:Helvetica;font-size:16px">chanjyc@eduhk.hk</a><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"> </span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><a href="https://urldefense.proofpoint.com/v2/url?u=https-3A__the-2Dmcls.us20.list-2Dmanage.com_track_click-3Fu-3D52a664da881817eed812437d0-26id-3D535e3c4035-26e-3Df13dd00558&d=DwMFaQ&c=slrrB7dE8n7gBJbeO0g-IQ&r=VayoKepUaVSDRZHcUhnIjw&m=t9Wg-RVKQ-LqSveEEWewquA61c__Mkx1i1u3AMgANaaoz0xeJsXmle4AHLn_I4hG&s=RtvQvkA_h2n3mIyd6kKQFXDa3PKNfikfWlj57oAg27Y&e=" target="_blank" style="color:rgb(0,124,137);font-family:Helvetica;font-size:16px">http://dx.doi.org/10.1111/cogs.13365</a><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"> </span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><strong style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">The home mathematics environment and its relation to children’s mathematical skills for Chinese families </strong><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">Wei, W., Liao, H., Xu, C., Ye, X., & LeFevre, J. A. </span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">Learning and Individual Differences </span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">Home mathematics environment</span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">Mathematical ability Questionnaire China Preschoolers </span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><a href="mailto:weiwei820@zju.edu.cn" target="_blank" style="color:rgb(0,124,137);font-family:Helvetica;font-size:16px">weiwei820@zju.edu.cn</a><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"> </span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><a href="https://urldefense.proofpoint.com/v2/url?u=https-3A__the-2Dmcls.us20.list-2Dmanage.com_track_click-3Fu-3D52a664da881817eed812437d0-26id-3Df40b44c994-26e-3Df13dd00558&d=DwMFaQ&c=slrrB7dE8n7gBJbeO0g-IQ&r=VayoKepUaVSDRZHcUhnIjw&m=t9Wg-RVKQ-LqSveEEWewquA61c__Mkx1i1u3AMgANaaoz0xeJsXmle4AHLn_I4hG&s=c-BPsXJQXkeAb1BVsMb6CW5t-hzmTiPJbUOfz3QLR1c&e=" target="_blank" style="color:rgb(0,124,137);font-family:Helvetica;font-size:16px">https://doi.org/10.1016/j.lindif.2023.102381</a><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"> </span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><strong style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">Language experience matters for the emergence of early numerical concepts </strong><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">Santos, S., Brownell, H., Coppola, M., Shusterman, A., & Cordes, S.</span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><em style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">npj Science of Learning </em><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">Deaf and Hard of Hearing, Approximate Number System, Number Knowledge </span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><a href="mailto:stacee.santos@bc.edu" target="_blank" style="color:rgb(0,124,137);font-family:Helvetica;font-size:16px">stacee.santos@bc.edu</a><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"> </span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"> </span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><strong style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">Integrated knowledge of rational number notations predicts children’s math achievement and understanding of numerical magnitudes </strong><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">Schiller, L. K. & Siegler, R.S. </span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><em style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">Cognitive Development </em><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">rational numbers, magnitude comparison, estimation </span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><a href="mailto:lauren.schiller@tc.columbia.edu" target="_blank" style="color:rgb(0,124,137);font-family:Helvetica;font-size:16px">lauren.schiller@tc.columbia.edu</a><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"> </span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><a href="https://urldefense.proofpoint.com/v2/url?u=https-3A__the-2Dmcls.us20.list-2Dmanage.com_track_click-3Fu-3D52a664da881817eed812437d0-26id-3D9a07b82529-26e-3Df13dd00558&d=DwMFaQ&c=slrrB7dE8n7gBJbeO0g-IQ&r=VayoKepUaVSDRZHcUhnIjw&m=t9Wg-RVKQ-LqSveEEWewquA61c__Mkx1i1u3AMgANaaoz0xeJsXmle4AHLn_I4hG&s=zveiTlZknQO9gEc_4bqwkU5EDlApcId91L5K_x2zPbk&e=" target="_blank" style="color:rgb(0,124,137);font-family:Helvetica;font-size:16px">https://doi.org/10.1016/j.cogdev.2023.101380</a><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"> </span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><strong style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">Uncovering the reciprocal relationship between domain-specific and domain-general skills: Combined numerical and working memory training improves children’s mathematical knowledge </strong><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">DePascale, M., Feng, Y., Lin, G. C., Barkin, R., Akhavein, K. M., Tavassolie, N., Ghil, E., Gaye, F., Buschkuehl, M., Ramani, G. B., & Jaeggi, S. M. </span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><em style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">Contemporary Educational Psychology </em><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">mathematics, working memory, intervention </span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><a href="mailto:mdep@umd.edu" target="_blank" style="color:rgb(0,124,137);font-family:Helvetica;font-size:16px">mdep@umd.edu</a><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">, </span><a href="mailto:gramani@umd.edu" target="_blank" style="color:rgb(0,124,137);font-family:Helvetica;font-size:16px">gramani@umd.edu</a><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">, </span><a href="mailto:smjaeggi@uci.edu" target="_blank" style="color:rgb(0,124,137);font-family:Helvetica;font-size:16px">smjaeggi@uci.edu</a><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"> </span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><a href="https://urldefense.proofpoint.com/v2/url?u=https-3A__the-2Dmcls.us20.list-2Dmanage.com_track_click-3Fu-3D52a664da881817eed812437d0-26id-3Dad652f08e4-26e-3Df13dd00558&d=DwMFaQ&c=slrrB7dE8n7gBJbeO0g-IQ&r=VayoKepUaVSDRZHcUhnIjw&m=t9Wg-RVKQ-LqSveEEWewquA61c__Mkx1i1u3AMgANaaoz0xeJsXmle4AHLn_I4hG&s=PxpIoQTvm0Y8oSM1EbJo2fKNEDcejMG1Uc1Use79H90&e=" target="_blank" style="color:rgb(0,124,137);font-family:Helvetica;font-size:16px">https://doi.org/10.1016/j.cedpsych.2023.102252</a><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"> </span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><strong style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">Parent-Focused Interventions to Support Children’s Early Math Learning</strong><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">Libertus, M. E.</span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><em style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">Current Directions in Psychological Science </em><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">early childhood, interventions, parents </span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><a href="mailto:libertus@pitt.edu" target="_blank" style="color:rgb(0,124,137);font-family:Helvetica;font-size:16px">libertus@pitt.edu</a><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"> </span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><a href="https://urldefense.proofpoint.com/v2/url?u=https-3A__the-2Dmcls.us20.list-2Dmanage.com_track_click-3Fu-3D52a664da881817eed812437d0-26id-3Dc7f1ce25f7-26e-3Df13dd00558&d=DwMFaQ&c=slrrB7dE8n7gBJbeO0g-IQ&r=VayoKepUaVSDRZHcUhnIjw&m=t9Wg-RVKQ-LqSveEEWewquA61c__Mkx1i1u3AMgANaaoz0xeJsXmle4AHLn_I4hG&s=N_5uwnrjpCn-7NRtq5JPgJPtXz9hEIaiLutzWnyqGcI&e=" target="_blank" style="color:rgb(0,124,137);font-family:Helvetica;font-size:16px">https://doi.org/10.1177/09637214231212806</a><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"> </span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><strong style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">The Domain-Specificity of Domain-Generality: Attention, Executive Function, and Academic Skills </strong><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">Eric D. Wilkey </span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><em style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">Mind, Brain, Education </em><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">executive function, domain-specificity, number processing </span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><a href="mailto:eric.d.wilkey@vanderbilt.edu" target="_blank" style="color:rgb(0,124,137);font-family:Helvetica;font-size:16px">eric.d.wilkey@vanderbilt.edu</a><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><a href="https://urldefense.proofpoint.com/v2/url?u=https-3A__the-2Dmcls.us20.list-2Dmanage.com_track_click-3Fu-3D52a664da881817eed812437d0-26id-3Dcd236a056a-26e-3Df13dd00558&d=DwMFaQ&c=slrrB7dE8n7gBJbeO0g-IQ&r=VayoKepUaVSDRZHcUhnIjw&m=t9Wg-RVKQ-LqSveEEWewquA61c__Mkx1i1u3AMgANaaoz0xeJsXmle4AHLn_I4hG&s=Ce5S5vo1RpQ9BzeSbTAeLHzGwsgfqC3KsqY7ViskWvI&e=" target="_blank" style="color:rgb(0,124,137);font-family:Helvetica;font-size:16px">https://onlinelibrary.wiley.com/doi/abs/10.1111/mbe.12373</a><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"> </span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><strong style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">Developmental dyscalculia is not associated with atypical brain activation: A univariate fMRI study of arithmetic, magnitude processing, and visuospatial working memory </strong><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">Kwok, F.Y., Wilkey, E.D., Peters, L., Khiu, E., Bull, R., Lee, K., Ansari, D. </span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><em style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">Human Brain Mapping </em><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><span style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px">dyscalculia, fMRI, bayesian analysis </span><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><a href="mailto:daniel.ansari@uwo.ca" target="_blank" style="color:rgb(0,124,137);font-family:Helvetica;font-size:16px">daniel.ansari@uwo.ca</a><br style="color:rgb(32,32,32);font-family:Helvetica;font-size:16px"><a href="https://urldefense.proofpoint.com/v2/url?u=https-3A__the-2Dmcls.us20.list-2Dmanage.com_track_click-3Fu-3D52a664da881817eed812437d0-26id-3D8c171095f3-26e-3Df13dd00558&d=DwMFaQ&c=slrrB7dE8n7gBJbeO0g-IQ&r=VayoKepUaVSDRZHcUhnIjw&m=t9Wg-RVKQ-LqSveEEWewquA61c__Mkx1i1u3AMgANaaoz0xeJsXmle4AHLn_I4hG&s=-uVk3E_5GzvqUhlRDGaQ_3nSUQTGe1FSEZtSwr77-Ss&e=" target="_blank" style="color:rgb(0,124,137);font-family:Helvetica;font-size:16px">https://onlinelibrary.wiley.com/doi/abs/10.1002/hbm.26495</a><br clear="all"><div><br></div><span class="gmail_signature_prefix">-- </span><br><div dir="ltr" class="gmail_signature" data-smartmail="gmail_signature"><div dir="ltr"><span><b><i><span style="font-size:11pt;line-height:115%;font-family:Calibri,sans-serif;color:rgb(0,112,192)">The Mathematical Cognition and
Learning Society</span></i></b></span><br></div></div></div>