Dual Processes in the Psychology of Mathematics Education and Cognitive Psychology

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The role of intuitive heuristics in students' thinking: Ranking chemical substances (2010, background): “…more A–more B or same A–same B are at the base of many of the wrong answers and alternative conceptions generated by students in the sciences, and the use of heuristics has been highlighted recently as a core feature of intuitive thinking in mathematics (Gillard et al., 2009; Leron & Hazzan, 2006).”
Inhibiting natural knowledge in fourth graders: towards a comprehensive test instrument (2015, methodology): “Relying on the dual process theory, reaction time data are more and more used in order to show interference of intuitive reasoning processes in mathematical tasks, even in cases where correct answers are provided (Gillard et al. 2009; Obersteiner et al. 2013).”
Overcoming intuitive interference in mathematics: insights from behavioral, brain imaging and intervention studies (2010, background): “difficulties may stem from the interference of intuitive reasoning (for a thorough review, see Gillard et al. (2009) and Stavy and Tirosh (2000)).”
Are secondary school students still hampered by the natural number bias? A reaction time study on fraction comparison tasks (2013, methodology): “According to that theory, both types of reasoning can conflict and generate different responses (De Neys, Moyen, and Vansteenwegen 2010; Gillard et al. 2009; Vamvakoussi, Van Dooren, and Verschaffel 2012).”