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Fraction mapping and fraction comparison skills among grade 4 Chinese students: An error analysis

British journal of educational psychology, 2022-12, Vol.92 (4), p.1335-1353

2022

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Hard Lessons: Why Rational Number Arithmetic Is So Difficult for So Many People

Current directions in psychological science : a journal of the American Psychological Society, 2017-08, Vol.26 (4), p.346-351

2017

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Do Adults Treat Equivalent Fractions Equally? Adults' Strategies and Errors During Fraction Reasoning

Journal of experimental psychology. Learning, memory, and cognition, 2020-11, Vol.46 (11), p.2049-2074

2020

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Why is learning fraction and decimal arithmetic so difficult?

Developmental review, 2015-12, Vol.38, p.201-221

2015

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Fraction Arithmetic Development: An Examination of Students' Patterns of Growth and Errors Across the Intermediate Grades

Journal of educational psychology, 2024-04, Vol.116 (3), p.377-395

2024

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The effects of a whole-class mathematics intervention on students' fraction knowledge in primary school

Scandinavian journal of educational research, 2024-09, Vol.68 (6), p.1275-1289

2024

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Conceptual Knowledge of Fraction Arithmetic

Journal of educational psychology, 2015-08, Vol.107 (3), p.909-918

2015

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Taking the relational structure of fractions seriously: Relational reasoning predicts fraction knowledge in elementary school children

Contemporary educational psychology, 2020-07, Vol.62, p.101896, Article 101896

2020

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The use of a scriptwriting task as a window into how prospective teachers envision teacher moves for supporting student reasoning

Journal of mathematics teacher education, 2024-06, Vol.27 (3), p.411-440

2024

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A boundary of the second multiplicative concept: the case of Milo

Educational studies in mathematics, 2022, Vol.109 (1), p.177-193

2022

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Does initial learning about the meaning of fractions present similar challenges for students with and without adequate whole-number skill?

Learning and individual differences, 2018-01, Vol.61, p.151-157

2018

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Children's and Adults' Math Attitudes Are Differentiated by Number Type

The Journal of experimental education, 2021-01, Vol.89 (1), p.1-32

2021

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General and math-specific predictors of sixth-graders’ knowledge of fractions

Cognitive development, 2015-07, Vol.35, p.34-49

2015

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Absolute or Relative Size: What Do We Perceive When We Look at a Glass That Is Half Full?

Journal of experimental psychology. Learning, memory, and cognition, 2023-02, Vol.49 (2), p.230-248

2023

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How to make failure productive: Fostering learning from errors through elaboration prompts

Learning and instruction, 2019-08, Vol.62, p.1-10

2019

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Perceptions of ease and difficulty, but not growth mindset, relate to specific math attitudes

British journal of educational psychology, 2022-06, Vol.92 (2), p.e12472-n/a

2022

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Fractions: Could they really be the gatekeeper’s doorman?

Contemporary educational psychology, 2012-10, Vol.37 (4), p.247-253

2012

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Integrated knowledge of rational number notations predicts children’s math achievement and understanding of numerical magnitudes

Cognitive development, 2023-10, Vol.68, p.101380, Article 101380

2023

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Transitions between conceptual and procedural knowledge profiles. Patterns in understanding fractions and indicators for individual differences

Learning and individual differences, 2024-12, Vol.116, p.102548, Article 102548

2024

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Number lines, but not area models, support children’s accuracy and conceptual models of fraction division

Contemporary educational psychology, 2019-07, Vol.58, p.288-298

2019

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Why fractions are difficult? Modeling optimal and sub-optimal integration strategies of numerators and denominators by educated adults

Cognition, 2024-01, Vol.242, p.105656-105656, Article 105656

2024

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The magnitude representations of fractions of Chinese students: evidence from behavioral experiment and eye-tracking

Current psychology (New Brunswick, N.J.), 2024-02, Vol.43 (5), p.4113-4128

2024

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Flow Experience and Situational Interest in Game-Based Learning: Cousins or Identical Twins

International journal of serious games, 2021-09, Vol.8 (3), p.93-114

2021

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Children’s estimates of equivalent rational number magnitudes are not equal: Evidence from fractions, decimals, percentages, and whole numbers

Journal of experimental child psychology, 2024-11, Vol.247, p.106030, Article 106030

2024

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Wealth Accumulation and Opportunity Hoarding: Class-Origin Wealth Gaps over a Quarter of a Century in a Scandinavian Country

American sociological review, 2021-08, Vol.86 (4), p.603-638

2021

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Fraction mapping and fraction comparison skills among grade 4 Chinese students: An error analysis

Hard Lessons: Why Rational Number Arithmetic Is So Difficult for So Many People

Do Adults Treat Equivalent Fractions Equally? Adults' Strategies and Errors During Fraction Reasoning

Why is learning fraction and decimal arithmetic so difficult?

Fraction Arithmetic Development: An Examination of Students' Patterns of Growth and Errors Across the Intermediate Grades

The effects of a whole-class mathematics intervention on students' fraction knowledge in primary school

Conceptual Knowledge of Fraction Arithmetic

Taking the relational structure of fractions seriously: Relational reasoning predicts fraction knowledge in elementary school children

The use of a scriptwriting task as a window into how prospective teachers envision teacher moves for supporting student reasoning

A boundary of the second multiplicative concept: the case of Milo

Does initial learning about the meaning of fractions present similar challenges for students with and without adequate whole-number skill?

Children's and Adults' Math Attitudes Are Differentiated by Number Type

General and math-specific predictors of sixth-graders’ knowledge of fractions

Absolute or Relative Size: What Do We Perceive When We Look at a Glass That Is Half Full?

How to make failure productive: Fostering learning from errors through elaboration prompts

Perceptions of ease and difficulty, but not growth mindset, relate to specific math attitudes

Fractions: Could they really be the gatekeeper’s doorman?

Integrated knowledge of rational number notations predicts children’s math achievement and understanding of numerical magnitudes

Transitions between conceptual and procedural knowledge profiles. Patterns in understanding fractions and indicators for individual differences

Number lines, but not area models, support children’s accuracy and conceptual models of fraction division

Why fractions are difficult? Modeling optimal and sub-optimal integration strategies of numerators and denominators by educated adults

The magnitude representations of fractions of Chinese students: evidence from behavioral experiment and eye-tracking

Flow Experience and Situational Interest in Game-Based Learning: Cousins or Identical Twins

Children’s estimates of equivalent rational number magnitudes are not equal: Evidence from fractions, decimals, percentages, and whole numbers

Wealth Accumulation and Opportunity Hoarding: Class-Origin Wealth Gaps over a Quarter of a Century in a Scandinavian Country

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