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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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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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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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Children’s confidence on mathematical equivalence and fraction problems

Journal of experimental child psychology, 2024-10, Vol.246, p.106003, Article 106003

2024

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Exploring the impact of a fraction sense intervention in authentic school environments: An initial investigation

Journal of experimental child psychology, 2024-08, Vol.244, p.105954, Article 105954

2024

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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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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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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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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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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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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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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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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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Building integrated number sense in adults and children: Comparing fractions-only training with cross-notation number line training

Journal of experimental child psychology, 2024-10, Vol.246, p.106017, Article 106017

2024

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Does the emotional design of scaffolds enhance learning and motivational outcomes in game‐based learning?

Journal of computer assisted learning, 2023-02, Vol.39 (1), p.77-93

2023

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Study of Fractions in Elementary Mathematics Textbooks from Finland and Taiwan

Educational studies, 2018-03, Vol.44 (2), p.190-211

Yang, Der-Ching

2018

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Attending to what’s important: what heat maps may reveal about attention, inhibitory control, and fraction arithmetic performance

Frontiers in psychology, 2023-11, Vol.14, p.1210266-1210266

2023

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A Study on Congruency Effects and Numerical Distance in Fraction Comparison by Expert Undergraduate Students

Frontiers in psychology, 2020-06, Vol.11, p.1190-1190

2020

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A componential view of children's difficulties in learning fractions

Frontiers in psychology, 2013, Vol.4, p.715-715

2013

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Identifying learning difficulties with fractions: A longitudinal study of student growth from third through sixth grade

Contemporary educational psychology, 2017-07, Vol.50, p.45-59

2017

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Finance and Misallocation: Evidence from Plant-Level Data

The American economic review, 2014-02, Vol.104 (2), p.422-458

2014

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Relations of different types of numerical magnitude representations to each other and to mathematics achievement

Journal of experimental child psychology, 2014-07, Vol.123, p.53-72

2014

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The impact of fraction magnitude knowledge on algebra performance and learning

Journal of experimental child psychology, 2014-02, Vol.118, p.110-118

2014

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Pizzas or no pizzas: An advantage of word problems in fraction arithmetic?

Learning and instruction, 2023-08, Vol.86, p.101775, Article 101775

2023

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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

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

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

Children’s confidence on mathematical equivalence and fraction problems

Exploring the impact of a fraction sense intervention in authentic school environments: An initial investigation

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

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

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

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

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

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

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

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

Building integrated number sense in adults and children: Comparing fractions-only training with cross-notation number line training

Does the emotional design of scaffolds enhance learning and motivational outcomes in game‐based learning?

Study of Fractions in Elementary Mathematics Textbooks from Finland and Taiwan

Attending to what’s important: what heat maps may reveal about attention, inhibitory control, and fraction arithmetic performance

A Study on Congruency Effects and Numerical Distance in Fraction Comparison by Expert Undergraduate Students

A componential view of children's difficulties in learning fractions

Identifying learning difficulties with fractions: A longitudinal study of student growth from third through sixth grade

Finance and Misallocation: Evidence from Plant-Level Data

Relations of different types of numerical magnitude representations to each other and to mathematics achievement

The impact of fraction magnitude knowledge on algebra performance and learning

Pizzas or no pizzas: An advantage of word problems in fraction arithmetic?

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