How do adults produce the answer of a single-digit (simple) number combination such as 3×
4 or 6+ 9? This question has dominated research on adult mathematical cognition since …

How do adults produce the answer of a single-digit (simple) number combination such as 3×
4 or 6+ 9? This question has dominated research on adult mathematical cognition since …

Researchers, including psychologists and mathematics educators, and lay people, including
school teachers and administrators, hold conflicting beliefs about the nature of arithmetic …

A strong national effort is currently under way in the United States to reform school
mathematics instruction, so that children become autonomous problem solvers (National …

In this chapter, we attempt first to describe the different emphases inherent in traditional
experimental and individual differences approaches. Next, we discuss the types of cognitive …

The present study investigated how elementary-school children solve two-digit addition
problems (eg, 34+ 68). To achieve this end, we examined age-related differences in …

In the last quarter of the 20th century, psychologists' view of young children's mathematical
competence changed dramatically. According to the conventional wisdom earlier in the …

This article describes UMA (Unified Model of Arithmetic), a theory of children's arithmetic
implemented as a computational model. UMA builds on FARRA (Fraction Arithmetic Reflects …

Central elements of adaptive expertise in arithmetic problem solving are flexibility, using
multiple strategies, and adaptivity, selecting the optimal strategy. Research shows that the …

Children and adults “do arithmetic” in a variety of contexts. They compute prices, keep track
of scores in games, calculate statistics, generate answers for tests of mathematics in school …