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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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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

Volltextzugriff (PDF)

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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Putting Fractions Together

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

2021

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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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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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Boys’ advantage on the fractions number line is mediated by visuospatial attention: Evidence for a parietal‐spatial contribution to number line learning

Developmental science, 2021-05, Vol.24 (3), p.e13063-n/a

2021

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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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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

Volltextzugriff (PDF)

Impact of Lesson Study and Fractions Resources on Instruction and Student Learning

The Journal of experimental education, 2024-04, Vol.92 (2), p.225-246

2024

Volltextzugriff (PDF)

Relational thinking: An overlooked component of executive functioning

Developmental science, 2023-05, Vol.26 (3), p.e13320-n/a

2023

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Various ways to determine rational number size: an exploration across primary and secondary education

European journal of psychology of education, 2020-09, Vol.35 (3), p.549-565

2020

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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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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

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

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

Putting Fractions Together

Early Predictors of High School Mathematics Achievement

Sources of Group and Individual Differences in Emerging Fraction Skills

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

Boys’ advantage on the fractions number line is mediated by visuospatial attention: Evidence for a parietal‐spatial contribution to number line learning

Improving At-Risk Learners' Understanding of Fractions

Assessing fraction knowledge by a digital game

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

Impact of Lesson Study and Fractions Resources on Instruction and Student Learning

Relational thinking: An overlooked component of executive functioning

Various ways to determine rational number size: an exploration across primary and secondary education

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

Toward a Unified Theory of Rational Number Arithmetic

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