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Connecting Symbolic Fractions to Their Underlying Proportions Using Iterative Partitioning
Developmental psychology, 2022-09, Vol.58 (9), p.1702-1715
2022
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Parent–Child Math Talk About Fractions During Formal Learning and Guided Play Activities
Child development, 2020-03, Vol.91 (2), p.546-562
2020
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Beyond linearity: Using IRT‐scaled level models to describe the relation between prior proportional reasoning skills and fraction learning outcomes
Child development, 2023-11, Vol.94 (6), p.1642-1658
2023
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Making Space for Spatial Proportions
Journal of learning disabilities, 2017-11, Vol.50 (6), p.644-647
2017
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Fractions Learning in Children With Mathematics Difficulties
Journal of learning disabilities, 2017-11, Vol.50 (6), p.614-620
2017
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The Number Line Is a Critical Spatial-Numerical Representation: Evidence From a Fraction Intervention
Developmental psychology, 2017-03, Vol.53 (3), p.587-596
2017
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Fraction Intervention for Students With Mathematics Difficulties: Lessons Learned From Five Randomized Controlled Trials
Journal of learning disabilities, 2017-11, Vol.50 (6), p.631-639
2017
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Development of Fraction Comparison Strategies: A Latent Transition Analysis
Developmental psychology, 2017-04, Vol.53 (4), p.713-730
2017
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Fraction Interventions for Students Struggling to Learn Mathematics: A Research Synthesis
Remedial and special education, 2015-11, Vol.36 (6), p.374-387
2015
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Sources of Individual Differences in Children's Understanding of Fractions
Child development, 2014-07, Vol.85 (4), p.1461-1476
2014
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Examining Virtual Manipulatives for Teaching Computations With Fractions to Children With Mathematics Difficulty
Journal of learning disabilities, 2023-07, Vol.56 (4), p.295-309
2023
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Inhibition and cognitive load in fractions and decimals
British journal of educational psychology, 2020-06, Vol.90 (S1), p.240-256
2020
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Missing Input: How Imbalanced Distributions of Textbook Problems Affect Mathematics Learning
Child development perspectives, 2021-06, Vol.15 (2), p.76-82
2021
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Fraction Sense: Foundational Understandings
Journal of learning disabilities, 2017-11, Vol.50 (6), p.648-650
2017
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The Concept of Magnitude and What It Tells Us About How Struggling Students Learn Fractions
Journal of learning disabilities, 2017-11, Vol.50 (6), p.640-643
2017
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Life on the Number Line: Routes to Understanding Fraction Magnitude for Students With Difficulties Learning Mathematics
Journal of learning disabilities, 2017-11, Vol.50 (6), p.655-657
2017
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Learning Fractions with a Virtual Manipulative Based Graduated Instructional Sequence
Education and training in autism and developmental disabilities, 2020-03, Vol.55 (1), p.45-59
2020
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Addressing the struggle to link form and understanding in fractions instruction
British journal of educational psychology, 2013-03, Vol.83 (1), p.29-56
2013
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Increase Academic Success for Children With ADHD Using Sticky Notes and Highlighters
Intervention in school and clinic, 2008-05, Vol.43 (5), p.305-308
2008
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Role of Conceptual Knowledge in Mathematical Procedural Learning
Developmental psychology, 1991-09, Vol.27 (5), p.777-786
1991
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When Three Is Less Than Two: Early Developments in Children's Understanding of Fractional Quantities
Developmental psychology, 1997-09, Vol.33 (5), p.731-744
1997
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Promote Number Sense
Intervention in school and clinic, 2004-09, Vol.40 (1), p.55-58
2004
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