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Developmental Trajectories of Numerical Magnitude Representations of Fractions and Decimals

Developmental psychology, 2023-05, Vol.59 (5), p.874-885

2023

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Is 27 a Big Number? Correlational and Causal Connections Among Numerical Categorization, Number Line Estimation, and Numerical Magnitude Comparison

Child development, 2007-11, Vol.78 (6), p.1723-1743

2007

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Magnitude knowledge: the common core of numerical development

Developmental science, 2016-05, Vol.19 (3), p.341-361

Siegler, Robert S.

2016

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Developmental and Individual Differences in Understanding of Fractions

Developmental psychology, 2013-10, Vol.49 (10), p.1994-2004

2013

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Cognitive variability

Developmental science, 2007-01, Vol.10 (1), p.104-109

Siegler, Robert S.

2007

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Why is learning fraction and decimal arithmetic so difficult?

Developmental review, 2015-12, Vol.38, p.201-221

2015

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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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Promoting Broad and Stable Improvements in Low-Income Children's Numerical Knowledge Through Playing Number Board Games

Child development, 2008-03, Vol.79 (2), p.375-394

2008

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Numerical Magnitude Representations Influence Arithmetic Learning

Child development, 2008-07, Vol.79 (4), p.1016-1031

2008

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An Integrative Theory of Numerical Development

Child development perspectives, 2014-09, Vol.8 (3), p.144-150

2014

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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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Continuity and Change in the Field of Cognitive Development and in the Perspectives of One Cognitive Developmentalist

Child development perspectives, 2016-06, Vol.10 (2), p.128-133

Siegler, Robert S.

2016

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Learning From Number Board Games: You Learn What You Encode

Developmental psychology, 2014-03, Vol.50 (3), p.853-864

2014

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Early predictors of middle school fraction knowledge

Developmental science, 2014-09, Vol.17 (5), p.775-785

2014

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Playing linear numerical board games promotes low-income children's numerical development

Developmental science, 2008-09, Vol.11 (5), p.655-661

2008

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Developmental and Individual Differences in Pure Numerical Estimation

Developmental psychology, 2006-01, Vol.42 (1), p.189-201

2006

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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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Development of Numerical Estimation in Young Children

Child development, 2004-03, Vol.75 (2), p.428-444

2004

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Do children understand fraction addition?

Developmental science, 2018-07, Vol.21 (4), p.e12601-n/a

2018

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Developmental Growth Trajectories in Understanding of Fraction Magnitude From Fourth Through Sixth Grade

Developmental psychology, 2016-05, Vol.52 (5), p.746-757

2016

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Reducing the gap in numerical knowledge between low- and middle-income preschoolers

Journal of applied developmental psychology, 2011-05, Vol.32 (3), p.146-159

2011

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Differentiation and integration: guiding principles for analyzing cognitive change

Developmental science, 2008-07, Vol.11 (4), p.433-448

2008

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Improving the Numerical Understanding of Children From Low-Income Families

Child development perspectives, 2009-08, Vol.3 (2), p.118-124

Siegler, Robert S.

2009

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Sources of Individual Differences in Children's Understanding of Fractions

Child development, 2014-07, Vol.85 (4), p.1461-1476

2014

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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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Developmental Trajectories of Numerical Magnitude Representations of Fractions and Decimals

Is 27 a Big Number? Correlational and Causal Connections Among Numerical Categorization, Number Line Estimation, and Numerical Magnitude Comparison

Magnitude knowledge: the common core of numerical development

Developmental and Individual Differences in Understanding of Fractions

Cognitive variability

Why is learning fraction and decimal arithmetic so difficult?

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

Promoting Broad and Stable Improvements in Low-Income Children's Numerical Knowledge Through Playing Number Board Games

Numerical Magnitude Representations Influence Arithmetic Learning

An Integrative Theory of Numerical Development

Developmental changes in the whole number bias

Continuity and Change in the Field of Cognitive Development and in the Perspectives of One Cognitive Developmentalist

Learning From Number Board Games: You Learn What You Encode

Early predictors of middle school fraction knowledge

Playing linear numerical board games promotes low-income children's numerical development

Developmental and Individual Differences in Pure Numerical Estimation

Developmental predictors of fraction concepts and procedures

Development of Numerical Estimation in Young Children

Do children understand fraction addition?

Developmental Growth Trajectories in Understanding of Fraction Magnitude From Fourth Through Sixth Grade

Reducing the gap in numerical knowledge between low- and middle-income preschoolers

Differentiation and integration: guiding principles for analyzing cognitive change

Improving the Numerical Understanding of Children From Low-Income Families

Sources of Individual Differences in Children's Understanding of Fractions

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

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