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Female teachers' math anxiety affects girls' math achievement

Proceedings of the National Academy of Sciences - PNAS, 2010-02, Vol.107 (5), p.1860-1863

2010

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The Role of Parents and Teachers in the Development of Gender-Related Math Attitudes

Sex roles, 2012-02, Vol.66 (3-4), p.153-166

2012

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Parent Praise to 1- to 3-Year-Olds Predicts Children's Motivational Frameworks 5 Years Later

Child development, 2013-09, Vol.84 (5), p.1526-1541

2013

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Parent Praise to Toddlers Predicts Fourth Grade Academic Achievement via Children's Incremental Mindsets

Developmental psychology, 2018-03, Vol.54 (3), p.397-409

2018

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Parental Intrusive Homework Support and Math Achievement: Does the Child's Mindset Matter?

Developmental psychology, 2023-07, Vol.59 (7), p.1249-1267

2023

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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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Spatial Skills, but Not Spatial Anxiety, Mediate the Gender Difference in Number Line Estimation

Developmental psychology, 2022-01, Vol.58 (1), p.138-151

2022

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The Relation Between Spatial Skill and Early Number Knowledge: The Role of the Linear Number Line

Developmental psychology, 2012-09, Vol.48 (5), p.1229-1241

2012

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Relations among spatial skills, number line estimation, and exact and approximate calculation in young children

Journal of experimental child psychology, 2021-12, Vol.212, p.105251-105251, Article 105251

2021

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Intergenerational Effects of Parents' Math Anxiety on Children's Math Achievement and Anxiety

Psychological science, 2015-09, Vol.26 (9), p.1480-1488

2015

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Causal Effects of Parent Number Talk on Preschoolers’ Number Knowledge

Child development, 2020-11, Vol.91 (6), p.e1162-e1177

2020

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A Growth Mindset Message Leads Parents to Choose More Challenging Learning Activities

Journal of intelligence, 2023-10, Vol.11 (10), p.193

2023

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Some types of parent number talk count more than others: relations between parents' input and children's cardinal-number knowledge

Developmental science, 2011-09, Vol.14 (5), p.1021-1032

2011

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Fiber Arts Require Spatial Skills: How a Stereotypically Feminine Practice Can Help Us Understand Spatial Skills and Improve Spatial Learning

Sex roles, 2023, Vol.88 (1-2), p.1-16

2023

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The Role of Inhibitory Control in Strategy Change: The Case of Linear Measurement

Developmental psychology, 2019-07, Vol.55 (7), p.1389-1399

2019

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Malleability of Whole-Number and Fraction Biases in Decimal Comparison

Developmental psychology, 2019-11, Vol.55 (11), p.2263-2274

2019

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The dynamic nature of children’s strategy use after receiving accuracy feedback in decimal comparisons

Journal of experimental child psychology, 2021-02, Vol.202, p.105015-105015, Article 105015

2021

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Math Anxiety, Working Memory, and Math Achievement in Early Elementary School

Journal of cognition and development, 2013-04, Vol.14 (2), p.187-202

2013

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Meaning before order: Cardinal principle knowledge predicts improvement in understanding the successor principle and exact ordering

Cognition, 2018-11, Vol.180, p.59-81

2018

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Young Children's Motivational Frameworks and Math Achievement: Relation to Teacher-Reported Instructional Practices, but Not Teacher Theory of Intelligence

Journal of educational psychology, 2016-04, Vol.108 (3), p.300-313

2016

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Who Needs Innate Ability to Succeed in Math and Literacy? Academic-Domain-Specific Theories of Intelligence About Peers Versus Adults

Developmental psychology, 2017-06, Vol.53 (6), p.1188-1205

2017

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Reciprocal relations among motivational frameworks, math anxiety, and math achievement in early elementary school

Journal of cognition and development, 2018-01, Vol.19 (1), p.21-46

2018

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What Counts in the Development of Young Children's Number Knowledge?

Developmental psychology, 2010-09, Vol.46 (5), p.1309-1319

2010

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Fathers' and Mothers' Praise and Spatial Language During Play With First Graders: Patterns of Interaction and Relations to Math Achievement

Developmental psychology, 2022-10, Vol.58 (10), p.1931-1946

2022

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Number line unidimensionality is a critical feature for promoting fraction magnitude concepts

Journal of experimental child psychology, 2019-11, Vol.187, p.104657-104657, Article 104657

2019

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Female teachers' math anxiety affects girls' math achievement

The Role of Parents and Teachers in the Development of Gender-Related Math Attitudes

Parent Praise to 1- to 3-Year-Olds Predicts Children's Motivational Frameworks 5 Years Later

Parent Praise to Toddlers Predicts Fourth Grade Academic Achievement via Children's Incremental Mindsets

Parental Intrusive Homework Support and Math Achievement: Does the Child's Mindset Matter?

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

Spatial Skills, but Not Spatial Anxiety, Mediate the Gender Difference in Number Line Estimation

The Relation Between Spatial Skill and Early Number Knowledge: The Role of the Linear Number Line

Relations among spatial skills, number line estimation, and exact and approximate calculation in young children

Intergenerational Effects of Parents' Math Anxiety on Children's Math Achievement and Anxiety

Causal Effects of Parent Number Talk on Preschoolers’ Number Knowledge

A Growth Mindset Message Leads Parents to Choose More Challenging Learning Activities

Some types of parent number talk count more than others: relations between parents' input and children's cardinal-number knowledge

Fiber Arts Require Spatial Skills: How a Stereotypically Feminine Practice Can Help Us Understand Spatial Skills and Improve Spatial Learning

The Role of Inhibitory Control in Strategy Change: The Case of Linear Measurement

Malleability of Whole-Number and Fraction Biases in Decimal Comparison

The dynamic nature of children’s strategy use after receiving accuracy feedback in decimal comparisons

Math Anxiety, Working Memory, and Math Achievement in Early Elementary School

Meaning before order: Cardinal principle knowledge predicts improvement in understanding the successor principle and exact ordering

Young Children's Motivational Frameworks and Math Achievement: Relation to Teacher-Reported Instructional Practices, but Not Teacher Theory of Intelligence

Who Needs Innate Ability to Succeed in Math and Literacy? Academic-Domain-Specific Theories of Intelligence About Peers Versus Adults

Reciprocal relations among motivational frameworks, math anxiety, and math achievement in early elementary school

What Counts in the Development of Young Children's Number Knowledge?

Fathers' and Mothers' Praise and Spatial Language During Play With First Graders: Patterns of Interaction and Relations to Math Achievement

Number line unidimensionality is a critical feature for promoting fraction magnitude concepts

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