These tools will no longer be maintained as of December 31, 2024. Archived website can be found here. PubMed4Hh GitHub repository can be found here. Contact NLM Customer Service if you have questions.
3. Developmental growth trajectories in understanding of fraction magnitude from fourth through sixth grade. Resnick I; Jordan NC; Hansen N; Rajan V; Rodrigues J; Siegler RS; Fuchs LS Dev Psychol; 2016 May; 52(5):746-57. PubMed ID: 26914215 [TBL] [Abstract][Full Text] [Related]
4. Fraction magnitude understanding and its unique role in predicting general mathematics achievement at two early stages of fraction instruction. Liu Y Br J Educ Psychol; 2018 Sep; 88(3):345-362. PubMed ID: 28884808 [TBL] [Abstract][Full Text] [Related]
5. The dynamic nature of children's strategy use after receiving accuracy feedback in decimal comparisons. Ren K; Gunderson EA J Exp Child Psychol; 2021 Feb; 202():105015. PubMed ID: 33161339 [TBL] [Abstract][Full Text] [Related]
6. The mental representation of numerical fractions: real or integer? Bonato M; Fabbri S; Umiltà C; Zorzi M J Exp Psychol Hum Percept Perform; 2007 Dec; 33(6):1410-9. PubMed ID: 18085953 [TBL] [Abstract][Full Text] [Related]
7. Do children understand fraction addition? Braithwaite DW; Tian J; Siegler RS Dev Sci; 2018 Jul; 21(4):e12601. PubMed ID: 28901050 [TBL] [Abstract][Full Text] [Related]
8. Malleability of whole-number and fraction biases in decimal comparison. Ren K; Gunderson EA Dev Psychol; 2019 Nov; 55(11):2263-2274. PubMed ID: 31403813 [TBL] [Abstract][Full Text] [Related]
9. No transfer effect of a fraction number line game on fraction understanding or fraction arithmetic: A randomized controlled trial. Nuraydin S; Stricker J; Schneider M J Exp Child Psychol; 2022 May; 217():105353. PubMed ID: 35078086 [TBL] [Abstract][Full Text] [Related]
10. The impact of fraction magnitude knowledge on algebra performance and learning. Booth JL; Newton KJ; Twiss-Garrity LK J Exp Child Psychol; 2014 Feb; 118():110-8. PubMed ID: 24124868 [TBL] [Abstract][Full Text] [Related]
11. An integrated theory of whole number and fractions development. Siegler RS; Thompson CA; Schneider M Cogn Psychol; 2011 Jun; 62(4):273-96. PubMed ID: 21569877 [TBL] [Abstract][Full Text] [Related]
12. Developmental and individual differences in understanding of fractions. Siegler RS; Pyke AA Dev Psychol; 2013 Oct; 49(10):1994-2004. PubMed ID: 23244401 [TBL] [Abstract][Full Text] [Related]
13. Developmental trajectories of numerical magnitude representations of fractions and decimals. Wang Y; Siegler RS Dev Psychol; 2023 May; 59(5):874-885. PubMed ID: 36972094 [TBL] [Abstract][Full Text] [Related]
14. Children's understanding of fraction and decimal symbols and the notation-specific relation to pre-algebra ability. Hurst MA; Cordes S J Exp Child Psychol; 2018 Apr; 168():32-48. PubMed ID: 29306108 [TBL] [Abstract][Full Text] [Related]
15. Early predictors of middle school fraction knowledge. Bailey DH; Siegler RS; Geary DC Dev Sci; 2014 Sep; 17(5):775-85. PubMed ID: 24576209 [TBL] [Abstract][Full Text] [Related]
16. Divide and conquer: Relations among arithmetic operations and emerging knowledge of fraction notation for Chinese students in Grade 4. Xu C; Li H; Di Lonardo Burr S; Si J; LeFevre JA; Huang B J Exp Child Psychol; 2022 May; 217():105371. PubMed ID: 35108642 [TBL] [Abstract][Full Text] [Related]
17. Delaware Longitudinal Study of Fraction Learning: Implications for Helping Children With Mathematics Difficulties. Jordan NC; Resnick I; Rodrigues J; Hansen N; Dyson N J Learn Disabil; 2017; 50(6):621-630. PubMed ID: 27506551 [TBL] [Abstract][Full Text] [Related]
18. Who can escape the natural number bias in rational number tasks? A study involving students and experts. Obersteiner A; Hoof JV; Verschaffel L; Dooren WV Br J Psychol; 2016 Aug; 107(3):537-55. PubMed ID: 26566736 [TBL] [Abstract][Full Text] [Related]
19. Relations of different types of numerical magnitude representations to each other and to mathematics achievement. Fazio LK; Bailey DH; Thompson CA; Siegler RS J Exp Child Psychol; 2014 Jul; 123():53-72. PubMed ID: 24699178 [TBL] [Abstract][Full Text] [Related]
20. The Role of Domain-General Cognitive Abilities and Decimal Labels in At-Risk Fourth-Grade Students' Decimal Magnitude Understanding. Malone AS; Loehr AM; Fuchs LS Learn Individ Differ; 2017 Aug; 58():90-96. PubMed ID: 28890634 [TBL] [Abstract][Full Text] [Related] [Next] [New Search]