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

Gökhan Özsoy, Özlem Doğan Temur, Annemie Desoete

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

Lucy Allen, Ann Dowker

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

Annemie Desoete, Elke Baten

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

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

Screening for Characteristics of Dyscalculia: Identifying Unconventional Fraction Understandings

Katherine Lewis, Grace Thompson, Sarah Arvey Tov

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

Ji-Eun Lee, Sunghwan Hwang

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

Fatma Betül Şenol

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

Sinan Olkun

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

Moritz Herzog, Gino Casale

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

Ayşegül Akıncı-Coşgun, Fatma Tezel-Şahin

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

Riikka Mononen, Markku Niemivirta, Johan Korhonen

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

Julia Hartmann, Moritz Herzog, Annemarie Fritz

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

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

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

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

Christie Martin, Maryann Mraz, Drew Polly

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

Nurdan Korkmaz, Ozlem Dogan Temur

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