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Children's fractional knowledge

1, 2009

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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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Bridging whole numbers and fractions: problem variations in Chinese mathematics textbook examples

ZDM, 2019-04, Vol.51 (1), p.109-123

Sun, Xu Hua

2019

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Does the emotional design of scaffolds enhance learning and motivational outcomes in game‐based learning?

Journal of computer assisted learning, 2023-02, Vol.39 (1), p.77-93

2023

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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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Evaluation of fraction learning in authentic context using Ubiquitous Fraction App

Education and information technologies, 2023-06, Vol.28 (6), p.6755-6779

2023

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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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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 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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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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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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Early Predictors of High School Mathematics Achievement

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

2012

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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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Targeting fraction misconceptions and reducing high confidence errors in an online tutor

Journal of computer assisted learning, 2024-02, Vol.40 (1), p.254-268

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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Making Space for Spatial Proportions

Journal of learning disabilities, 2017-11, Vol.50 (6), p.644-647

2017

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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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Putting Fractions Together

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

2021

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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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Fractions Learning in Children With Mathematics Difficulties

Journal of learning disabilities, 2017-11, Vol.50 (6), p.614-620

2017

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Children's fractional knowledge

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

Bridging whole numbers and fractions: problem variations in Chinese mathematics textbook examples

Does the emotional design of scaffolds enhance learning and motivational outcomes in game‐based learning?

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

Evaluation of fraction learning in authentic context using Ubiquitous Fraction App

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

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

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

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

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

Early Predictors of High School Mathematics Achievement

Beyond Linearity: Using IRT-Scaled Level Models to Describe the Relation between Prior Proportional Reasoning Skills and Fraction Learning Outcomes

Targeting fraction misconceptions and reducing high confidence errors in an online tutor

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

Making Space for Spatial Proportions

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

Putting Fractions Together

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

Fractions Learning in Children With Mathematics Difficulties

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