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Improving Fraction Understanding in Sixth Graders With Mathematics Difficulties: Effects of a Number Line Approach Combined With Cognitive Learning Strategies

Journal of educational psychology, 2020-04, Vol.112 (3), p.628-648

2020

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A Computational Model of Fraction Arithmetic

Psychological review, 2017-10, Vol.124 (5), p.603-625

2017

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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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Fractions: the new frontier for theories of numerical development

Trends in cognitive sciences, 2013-01, Vol.17 (1), p.13-19

2013

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Mathematical Knowledge and Skills as Longitudinal Predictors of Fraction Learning Among Sixth-Grade Students

Journal of educational psychology, 2023-10, Vol.115 (7), p.985-1003

2023

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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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Developmental Change in the Influence of Domain-General Abilities and Domain-Specific Knowledge on Mathematics Achievement: An Eight-Year Longitudinal Study

Journal of educational psychology, 2017-07, Vol.109 (5), p.680-693

2017

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Children's Reasoning About Decimals and Its Relation to Fraction Learning and Mathematics Achievement

Journal of educational psychology, 2019-05, Vol.111 (4), p.604-618

2019

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Supporting Students in Making Sense of Connections and in Becoming Perceptually Fluent in Making Connections Among Multiple Graphical Representations

Journal of educational psychology, 2017-04, Vol.109 (3), p.355-373

2017

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Putting Fractions Together

Journal of educational psychology, 2021-04, Vol.113 (3), p.556-571

2021

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Sources of Group and Individual Differences in Emerging Fraction Skills

Journal of educational psychology, 2010-11, Vol.102 (4), p.843-859

2010

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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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Children Learn Spurious Associations in Their Math Textbooks: Examples From Fraction Arithmetic

Journal of experimental psychology. Learning, memory, and cognition, 2018-11, Vol.44 (11), p.1765-1777

2018

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Pathways to fraction learning: Numerical abilities mediate the relation between early cognitive competencies and later fraction knowledge

Journal of experimental child psychology, 2016-12, Vol.152, p.242-263

2016

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Improving At-Risk Learners' Understanding of Fractions

Journal of educational psychology, 2013-08, Vol.105 (3), p.683-700

2013

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Assessing fraction knowledge by a digital game

Computers in human behavior, 2017-05, Vol.70, p.197-206

2017

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Distributions of Textbook Problems Predict Student Learning: Data From Decimal Arithmetic

Journal of educational psychology, 2021-04, Vol.113 (3), p.516-529

2021

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Toward a Unified Theory of Rational Number Arithmetic

Journal of experimental psychology. Learning, memory, and cognition, 2022-10, Vol.48 (10), p.1470-1483

2022

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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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Adding self-explanation prompts to an educational computer game

Computers in human behavior, 2014-01, Vol.30, p.23-28

2014

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Using the virtual-abstract instructional sequence to teach addition of fractions

Research in developmental disabilities, 2017-11, Vol.70, p.163-174

2017

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Successful Learning With Multiple Graphical Representations and Self-Explanation Prompts

Journal of educational psychology, 2015-02, Vol.107 (1), p.30-46

2015

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The Codevelopment of Children's Fraction Arithmetic Skill and Fraction Magnitude Understanding

Journal of educational psychology, 2017-05, Vol.109 (4), p.509-519

2017

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Individual Differences in Conceptual and Procedural Knowledge When Learning Fractions

Journal of educational psychology, 2010-05, Vol.102 (2), p.395-406

2010

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When meaningful components interrupt the processing of the whole: The case of fractions

Acta psychologica, 2012-02, Vol.139 (2), p.358-369

2012

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Improving Fraction Understanding in Sixth Graders With Mathematics Difficulties: Effects of a Number Line Approach Combined With Cognitive Learning Strategies

A Computational Model of Fraction Arithmetic

Connecting Symbolic Fractions to Their Underlying Proportions Using Iterative Partitioning

Fractions: the new frontier for theories of numerical development

Mathematical Knowledge and Skills as Longitudinal Predictors of Fraction Learning Among Sixth-Grade Students

The impact of fraction magnitude knowledge on algebra performance and learning

Developmental Change in the Influence of Domain-General Abilities and Domain-Specific Knowledge on Mathematics Achievement: An Eight-Year Longitudinal Study

Children's Reasoning About Decimals and Its Relation to Fraction Learning and Mathematics Achievement

Supporting Students in Making Sense of Connections and in Becoming Perceptually Fluent in Making Connections Among Multiple Graphical Representations

Putting Fractions Together

Sources of Group and Individual Differences in Emerging Fraction Skills

The Number Line Is a Critical Spatial-Numerical Representation: Evidence From a Fraction Intervention

Children Learn Spurious Associations in Their Math Textbooks: Examples From Fraction Arithmetic

Pathways to fraction learning: Numerical abilities mediate the relation between early cognitive competencies and later fraction knowledge

Improving At-Risk Learners' Understanding of Fractions

Assessing fraction knowledge by a digital game

Distributions of Textbook Problems Predict Student Learning: Data From Decimal Arithmetic

Toward a Unified Theory of Rational Number Arithmetic

Development of Fraction Comparison Strategies: A Latent Transition Analysis

Adding self-explanation prompts to an educational computer game

Using the virtual-abstract instructional sequence to teach addition of fractions

Successful Learning With Multiple Graphical Representations and Self-Explanation Prompts

The Codevelopment of Children's Fraction Arithmetic Skill and Fraction Magnitude Understanding

Individual Differences in Conceptual and Procedural Knowledge When Learning Fractions

When meaningful components interrupt the processing of the whole: The case of fractions

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