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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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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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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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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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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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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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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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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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Impact of a game‐based intervention on fraction learning for fifth‐grade students: A pre‐registered randomized controlled study

Journal of computer assisted learning, 2023-02, Vol.39 (1), p.49-62

2023

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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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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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Supporting primary students' learning of fraction conceptual knowledge through digital games

Journal of computer assisted learning, 2020-08, Vol.36 (4), p.540-548

2020

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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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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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Developmental changes in the whole number bias

Developmental science, 2018-03, Vol.21 (2), p.n/a

2018

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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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IN SEARCH OF STRATEGIES USED BY PRIMARY SCHOOL PUPILS FOR DEVELOPING FRACTION SENSE

Malaysian journal of learning & instruction, 2020-07, Vol.17 (2), p.25

2020

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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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The effect of educational virtual reality game on primary school students' achievement and engagement in mathematics

Interactive learning environments, 2023-04, Vol.31 (3), p.1467-1484

2023

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Fraction Ball: Playful and Physically Active Fraction and Decimal Learning

Journal of educational psychology, 2022-08, Vol.114 (6), p.1307-1320

2022

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Whole Number Bias of Students in Fraction Number Line Tasks

International journal of science and mathematics education, 2023-06, Vol.21 (5), p.1433-1449

2023

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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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Does Working Memory Moderate the Effects of Fraction Intervention? An Aptitude-Treatment Interaction

Journal of educational psychology, 2014-05, Vol.106 (2), p.499-514

2014

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

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

Connecting Symbolic Fractions to Their Underlying Proportions Using Iterative Partitioning

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

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

Study of Fractions in Elementary Mathematics Textbooks from Finland and Taiwan

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

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

Impact of a game‐based intervention on fraction learning for fifth‐grade students: A pre‐registered randomized controlled study

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

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

Supporting primary students' learning of fraction conceptual knowledge through digital games

Early Predictors of High School Mathematics Achievement

Sources of Group and Individual Differences in Emerging Fraction Skills

Developmental changes in the whole number bias

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

IN SEARCH OF STRATEGIES USED BY PRIMARY SCHOOL PUPILS FOR DEVELOPING FRACTION SENSE

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

The effect of educational virtual reality game on primary school students' achievement and engagement in mathematics

Fraction Ball: Playful and Physically Active Fraction and Decimal Learning

Whole Number Bias of Students in Fraction Number Line Tasks

Improving At-Risk Learners' Understanding of Fractions

Does Working Memory Moderate the Effects of Fraction Intervention? An Aptitude-Treatment Interaction

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

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