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Elements of instruction that motivate students with learning disabilities to learn fractions

Mathematical thinking and learning, 2024-07, Vol.26 (3), p.238-257

2024

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Profiles of teachers’ expertise in professional noticing of children’s mathematical thinking

Journal of mathematics teacher education, 2024-06, Vol.27 (3), p.295-324

2024

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Mathematics achievement in the last year of primary school. Longitudinal relationship with general cognitive skills and prior mathematics knowledge

European journal of psychology of education, 2024-06, Vol.39 (2), p.517-533

2024

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Bob’s Productive Task Engagement in Fractional Reasoning: A Case Study

Learning disability quarterly, 2024-05, Vol.47 (2), p.110-123

2024

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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

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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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Fostering Learning from Errors—Computer-Based Adaptivity at the Transition Between Problem Solving and Explicit Instruction

Journal für Mathematik-Didaktik (Internet), 2024, Vol.45 (2)

2024

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Who benefits most from language-responsive learning materials in mathematics? Investigating differential effects in heterogeneous classrooms

Educational studies in mathematics, 2024, Vol.116 (2), p.185-211

2024

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The trade-off between complexity and accuracy. Preparing for computer-based adaptive instruction on fractions

Interactive learning environments, 2023-12, Vol.31 (10), p.6379-6394

2023

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Using Digitally Enhanced Tangible Materials for Teaching Fractions: Results of a Project

Technology, knowledge and learning, 2023-12, Vol.28 (4), p.1589-1613

2023

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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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Elementary Teachers’ Perceptions and Enactment of Supplemental, Game-Enhanced Fraction Intervention

Education sciences, 2023-11, Vol.13 (11), p.1071

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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Teacher Implemented Communal Learning in Math: Boosting Learning with African American Elementary Students

Urban education (Beverly Hills, Calif.), 2023-10, Vol.58 (8), p.1572-1602

2023

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From (and for) the Invisible 10%: Including Students with Learning Disabilities in Problem-Based Instruction

Journal for research in mathematics education, 2023-07, Vol.54 (4), p.260-278

2023

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Effects of Game-Enhanced Supplemental Fraction Curriculum on Student Engagement, Fraction Knowledge, and STEM Interest

Education sciences, 2023-06, Vol.13 (7), p.646

2023

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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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Relational thinking: An overlooked component of executive functioning

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

2023

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An analysis of the forms of teacher-student dialogue that are most productive for learning

Language and education, 2023-03, Vol.37 (2), p.186-211

2023

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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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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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The relevance of basic numerical skills for fraction processing: Evidence from cross-sectional data

PloS one, 2023-01, Vol.18 (1), p.e0281241-e0281241

2023

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The Development of Teachers' Knowledge in a Lesson Study

International journal for lesson and learning studies, 2023-01, Vol.12 (1), p.78-91

2023

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Engaging Children in Music-Making: A Feasibility Study Using Disabled Musicians as Mentors in Primary Schools

Education sciences, 2023-01, Vol.13 (1), p.72

2023

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Algebraic reasoning in years 5 and 6: classifying its emergence and progression using reverse fraction tasks

ZDM, 2022-11, Vol.54 (6), p.1257-1271

2022

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Elements of instruction that motivate students with learning disabilities to learn fractions

Profiles of teachers’ expertise in professional noticing of children’s mathematical thinking

Mathematics achievement in the last year of primary school. Longitudinal relationship with general cognitive skills and prior mathematics knowledge

Bob’s Productive Task Engagement in Fractional Reasoning: A Case Study

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

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

Fostering Learning from Errors—Computer-Based Adaptivity at the Transition Between Problem Solving and Explicit Instruction

Who benefits most from language-responsive learning materials in mathematics? Investigating differential effects in heterogeneous classrooms

The trade-off between complexity and accuracy. Preparing for computer-based adaptive instruction on fractions

Using Digitally Enhanced Tangible Materials for Teaching Fractions: Results of a Project

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

Elementary Teachers’ Perceptions and Enactment of Supplemental, Game-Enhanced Fraction Intervention

Mathematical Knowledge and Skills as Longitudinal Predictors of Fraction Learning Among Sixth-Grade Students

Teacher Implemented Communal Learning in Math: Boosting Learning with African American Elementary Students

From (and for) the Invisible 10%: Including Students with Learning Disabilities in Problem-Based Instruction

Effects of Game-Enhanced Supplemental Fraction Curriculum on Student Engagement, Fraction Knowledge, and STEM Interest

Evaluation of fraction learning in authentic context using Ubiquitous Fraction App

Relational thinking: An overlooked component of executive functioning

An analysis of the forms of teacher-student dialogue that are most productive for learning

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

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

The relevance of basic numerical skills for fraction processing: Evidence from cross-sectional data

The Development of Teachers' Knowledge in a Lesson Study

Engaging Children in Music-Making: A Feasibility Study Using Disabled Musicians as Mentors in Primary Schools

Algebraic reasoning in years 5 and 6: classifying its emergence and progression using reverse fraction tasks

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