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Direct linkHawes, Zachary; Merkley, Rebecca; Stager, Christine L.; Ansari, Daniel – British Journal of Educational Psychology, 2021
Background: Research into numerical cognition has contributed to a large body of knowledge on how children learn and perform mathematics. This knowledge has the potential to inform mathematics education. Unfortunately, numerical cognition research and mathematics education remain disconnected from one another, lacking the proper infrastructure to…
Descriptors: Numbers, Research and Development, Theory Practice Relationship, Cognitive Science
