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date: 12 December 2019

(p. xxi) List of Tables

(p. xxi) List of Tables

  1. 2.1 Instances of the structure of the natural numbers. 29

  2. 7.1 Effects specific to multi-digit number processing. 113–16

  3. 7.2 Overview of tasks used to study multi-digit number processing with exemplary studies employing the respective task. 117–18

  4. 7.3 Effects directly associated to, or influenced by, the assumed underlying basic numerical representations. 119

  5. 17.1 Summary of studies investigating the relationship between ANS measures and mathematics achievement. 322–3

  6. 21.1 The Time Events Are Locations in Sagittal Uni-dimensional Space metaphor. 381

  7. 21.2 The Arithmetic Is Object Collection metaphor. 384

  8. 21.3 The Arithmetic Is Motion Along a Path metaphor. 385

  9. 23.1 Number naming systems of English, Chinese, Japanese, and Korean. 417

  10. 23.2 Two number naming systems in Korean. 423

  11. 23.3 Two number naming systems in Japanese. 424

  12. 24.1 Structure and cycles of TIMSS and PISA. 431–2

  13. 32.1 TMS studies on quantity processing and the corresponding MNI coordinates of sites showing disruption. 592

  14. 32.2 TMS studies on spatial-numerical processing and the corresponding MNI coordinates of sites showing disruption. 597

  15. 37.1 Percentage of children performing accurately on number knowledge items, among girls with fragile X syndrome and children without fragile X. 684

  16. 37.2 Percentage of children performing accurately on number knowledge items, among girls with Turner syndrome and children without Turner syndrome. 689

  17. 41.1 Meta-analytic studies of the effectiveness of CAI on mathematical skills in elementary education, 1985–2011. 753

  18. 44.1 Examples of impaired and spared number skills and their associated brain lesions. 812–3

  19. 44.2 Examples of associations and dissociations between the number system and other cognitive systems. 822–3 (p. xxii)

  20. 44.3 Suggested numerical and calculation tasks for the diagnosis of acalculia. 826

  21. 45.1 Summary of the main results of learning studies. 838–40

  22. 49.1 Percentage of observed and predicted group membership in children with stable mathematical abilities (LA and TA) and disabilities (MD). 918

  23. 49.2 The prevalence of motor problems in children mathematical abilities (TA) and disabilities (MD). 920

  24. 49.3 Prediction of the scores for reading, spelling, motor skills, and handwriting based on the probability of belonging to a cluster of mathematical abilities or disabilities. 921

  25. Chapter 49 (Appendix A) Subtests and examples of test-items of the TEDI-MATH. 931–2

  26. 52.1 Key findings and concepts by section. 987–8

  27. 54.1 Variation in standard scores and the age equivalent ranges on WIAT Numerical Operations and Mathematical Reasoning. 1026

  28. 55.1 Four Phases in the Class Learning Path to Well-Formed Networks of Individual Internal Forms. 1039

  29. 57.1 Number sense screener. 1085

  30. 57.2 Building Blocks preschool intervention activities. 1087

  31. 57.3 Kindergarten Number Sense Intervention Activities. 1090

  32. 58.1 The Numbers Count curriculum. 1102

  33. 58.2 30-minute lesson structure. 1104

  34. 58.3 Age and test scores. 1108

  35. 58.4 Group outcomes. 1109

  36. 58.5 Attitudes. 1111

  37. 59.1 Range of tasks used to assess conceptual knowledge. 1121–2