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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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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’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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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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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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Number line unidimensionality is a critical feature for promoting fraction magnitude concepts

Journal of experimental child psychology, 2019-11, Vol.187, p.104657-104657, Article 104657

2019

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Cross-notation knowledge of fractions and decimals

Journal of experimental child psychology, 2022-01, Vol.213, p.105210-105210, Article 105210

2022

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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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From rational numbers to algebra: Separable contributions of decimal magnitude and relational understanding of fractions

Journal of experimental child psychology, 2015-05, Vol.133, p.72-84

2015

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Symbolic fractions elicit an analog magnitude representation in school-age children

Journal of experimental child psychology, 2020-07, Vol.195, p.104844-104844, Article 104844

2020

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Competence with fractions predicts gains in mathematics achievement

Journal of experimental child psychology, 2012-11, Vol.113 (3), p.447-455

2012

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Developmental predictors of fraction concepts and procedures

Journal of experimental child psychology, 2013-09, Vol.116 (1), p.45-58

2013

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Cognitive and numerosity predictors of mathematical skills in middle school

Journal of Experimental Child Psychology, 2016-05, Vol.145, p.95-119

2016

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Patterns of strengths and weaknesses in children’s knowledge about fractions

Journal of experimental child psychology, 2012-02, Vol.111 (2), p.212-229

2012

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Limited knowledge of fraction representations differentiates middle school students with mathematics learning disability (dyscalculia) versus low mathematics achievement

Journal of experimental child psychology, 2013-06, Vol.115 (2), p.371-387

2013

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Development of fraction concepts and procedures in U.S. and Chinese children

Journal of experimental child psychology, 2015-01, Vol.129, p.68-83

2015

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Numerical landmarks are useful—except when they’re not

Journal of experimental child psychology, 2014-04, Vol.120, p.39-58

2014

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A set for relational reasoning: Facilitation of algebraic modeling by a fraction task

Journal of experimental child psychology, 2016-12, Vol.152, p.351-366

2016

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Comparing the magnitude of two fractions with common components: Which representations are used by 10- and 12-year-olds?

Journal of experimental child psychology, 2010-11, Vol.107 (3), p.244-259

2010

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Individual differences in conceptual and procedural fraction understanding: The role of abilities and school experience

Journal of experimental child psychology, 2012-12, Vol.113 (4), p.469-486

2012

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Sources of individual differences in fraction skills

Journal of experimental child psychology, 2003-12, Vol.86 (4), p.277-302

2003

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Language Supports for Children's Understanding of Numerical Fractions: Cross-National Comparisons

Journal of experimental child psychology, 1999-12, Vol.74 (4), p.356-365

1999

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Children’s confidence on mathematical equivalence and fraction problems

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

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

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

The impact of fraction magnitude knowledge on algebra performance and learning

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

Number line unidimensionality is a critical feature for promoting fraction magnitude concepts

Cross-notation knowledge of fractions and decimals

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

From rational numbers to algebra: Separable contributions of decimal magnitude and relational understanding of fractions

Symbolic fractions elicit an analog magnitude representation in school-age children

Competence with fractions predicts gains in mathematics achievement

Developmental predictors of fraction concepts and procedures

Cognitive and numerosity predictors of mathematical skills in middle school

Patterns of strengths and weaknesses in children’s knowledge about fractions

Limited knowledge of fraction representations differentiates middle school students with mathematics learning disability (dyscalculia) versus low mathematics achievement

Development of fraction concepts and procedures in U.S. and Chinese children

Numerical landmarks are useful—except when they’re not

A set for relational reasoning: Facilitation of algebraic modeling by a fraction task

Comparing the magnitude of two fractions with common components: Which representations are used by 10- and 12-year-olds?

Individual differences in conceptual and procedural fraction understanding: The role of abilities and school experience

Sources of individual differences in fraction skills

Language Supports for Children's Understanding of Numerical Fractions: Cross-National Comparisons

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