The Rationality Debate: Application of Cognitive Psychology to Mathematics Education

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How researchers see this paper

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Intuitive vs analytical thinking: four perspectives (2009, methodology): “The first application of this theory to mathematics education research, to the best of our knowledge, appears in Leron and Hazzan (2006) ; the present exposition and analysis is an abridged version of the one given in that paper.”
STATISTICAL COGNITION: TOWARDS EVIDENCE-BASED PRACTICE IN STATISTICS AND STATISTICS EDUCATION (2008, background): “Leron and Hazzan (2006) demonstrated how dual-process theory and empirical results from heuristic and biases research might shed light on mathematics education.”
Naturally Biased? In Search for Reaction Time Evidence for a Natural Number Bias in Adults. (2012, background): “…argued that the dual-process theories in cognitive psychology and their accompanying methodologies could be a valuable tool in establishing the intuitive nature of erroneous reasoning in various mathematical domains (Gillard, Van Dooren, Schaeken, & Verschaffel, 2009a; Leron & Hazzan, 2006, 2009).”
The role of intuitive heuristics in students' thinking: Ranking chemical substances (2010, background): “…completed in nonacademic contexts, there is evidence, particularly from investigations in mathematics’ education (Fischbein, 1987; Gillard, Van Dooren, Schaeken, & Verschaffel, 2009; Leron & Hazzan, 2006; Stavy & Tirosh, 2000), that this mode of thinking is also common in the classroom setting.”