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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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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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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: 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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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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Representations of the Magnitudes of Fractions

Journal of experimental psychology. Human perception and performance, 2010-10, Vol.36 (5), p.1227-1238

2010

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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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Magnitude Comparison With Different Types of Rational Numbers

Journal of experimental psychology. Human perception and performance, 2014-02, Vol.40 (1), p.71-82

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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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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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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Delaware Longitudinal Study of Fraction Learning: Implications for Helping Children With Mathematics Difficulties

Journal of learning disabilities, 2017-11, Vol.50 (6), p.621-630

2017

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An integrated theory of whole number and fractions development

Cognitive psychology, 2011-06, Vol.62 (4), p.273-296

2011

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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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Early Predictors of High School Mathematics Achievement

Psychological science, 2012-07, Vol.23 (7), p.691-697

2012

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The Hierarchical Relations Among Mathematical Competencies: From Fundamental Numeracy to Complex Mathematical Skills

Canadian journal of experimental psychology, 2023-12, Vol.77 (4), p.284-295

2023

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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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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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Strategy Use and Strategy Choice in Fraction Magnitude Comparison

Journal of experimental psychology. Learning, memory, and cognition, 2016-01, Vol.42 (1), p.1-16

2016

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Fraction magnitude understanding and its unique role in predicting general mathematics achievement at two early stages of fraction instruction

British journal of educational psychology, 2018-09, Vol.88 (3), p.345-362

Liu, Yingyi

2018

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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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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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Malleability of Whole-Number and Fraction Biases in Decimal Comparison

Developmental psychology, 2019-11, Vol.55 (11), p.2263-2274

2019

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A Computational Model of Fraction Arithmetic

Connecting Symbolic Fractions to Their Underlying Proportions Using Iterative Partitioning

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

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

Fractions: the new frontier for theories of numerical development

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

Representations of the Magnitudes of Fractions

The impact of fraction magnitude knowledge on algebra performance and learning

Magnitude Comparison With Different Types of Rational Numbers

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

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

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

Delaware Longitudinal Study of Fraction Learning: Implications for Helping Children With Mathematics Difficulties

An integrated theory of whole number and fractions development

Parent–Child Math Talk About Fractions During Formal Learning and Guided Play Activities

Beyond linearity: Using IRT‐scaled level models to describe the relation between prior proportional reasoning skills and fraction learning outcomes

Early Predictors of High School Mathematics Achievement

The Hierarchical Relations Among Mathematical Competencies: From Fundamental Numeracy to Complex Mathematical Skills

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

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

Strategy Use and Strategy Choice in Fraction Magnitude Comparison

Fraction magnitude understanding and its unique role in predicting general mathematics achievement at two early stages of fraction instruction

Children’s confidence on mathematical equivalence and fraction problems

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

Malleability of Whole-Number and Fraction Biases in Decimal Comparison

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