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Journal Abstract Search

135 related items for PubMed ID: 31374537

  • 1. Number line unidimensionality is a critical feature for promoting fraction magnitude concepts.
    Gunderson EA, Hamdan N, Hildebrand L, Bartek V.
    J Exp Child Psychol; 2019 Nov; 187():104657. PubMed ID: 31374537
    [Abstract] [Full Text] [Related]

  • 2. 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
    [Abstract] [Full Text] [Related]

  • 3. The number line is a critical spatial-numerical representation: Evidence from a fraction intervention.
    Hamdan N, Gunderson EA.
    Dev Psychol; 2017 Mar; 53(3):587-596. PubMed ID: 27854466
    [Abstract] [Full Text] [Related]

  • 4. Conservation Abilities, Visuospatial Skills, and Numerosity Processing Speed: Association With Math Achievement and Math Difficulties in Elementary School Children.
    Lambert K, Spinath B.
    J Learn Disabil; 2018 Mar; 51(3):223-235. PubMed ID: 28118082
    [Abstract] [Full Text] [Related]

  • 5. Building fraction magnitude knowledge with number lines: Partitioning versus analogy.
    Viegut AA, Matthews PG.
    Dev Psychol; 2023 Oct; 59(10):1757-1770. PubMed ID: 37768612
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  • 6. Developmental change in number line estimation: A strategy-based perspective.
    Luwel K, Peeters D, Verschaffel L.
    Can J Exp Psychol; 2019 Sep; 73(3):144-156. PubMed ID: 31058520
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  • 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
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  • 10. Cognitive and numerosity predictors of mathematical skills in middle school.
    Cirino PT, Tolar TD, Fuchs LS, Huston-Warren E.
    J Exp Child Psychol; 2016 May; 145():95-119. PubMed ID: 26826940
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  • 11. Identifying Fraction Measures as Screeners of Mathematics Risk Status.
    Rodrigues J, Jordan NC, Hansen N.
    J Learn Disabil; 2019 May; 52(6):480-497. PubMed ID: 31604395
    [Abstract] [Full Text] [Related]

  • 12. How to rapidly construct a spatial-numerical representation in preliterate children (at least temporarily).
    Patro K, Fischer U, Nuerk HC, Cress U.
    Dev Sci; 2016 Jan; 19(1):126-44. PubMed ID: 25939433
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  • 15. Abstracting Sequences: Reasoning That Is a Key to Academic Achievement.
    Pasnak R, Kidd JK, Gadzichowski KM, Gallington DA, Schmerold KL, West H.
    J Genet Psychol; 2015 Jan; 176(3-4):171-93. PubMed ID: 26135563
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  • 18. 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
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  • 19. Prevention: Necessary But Insufficient? A 2-Year Follow-Up of an Effective First-Grade Mathematics Intervention.
    Bailey DH, Fuchs LS, Gilbert JK, Geary DC, Fuchs D.
    Child Dev; 2020 Mar; 91(2):382-400. PubMed ID: 30358181
    [Abstract] [Full Text] [Related]

  • 20. From rational numbers to algebra: separable contributions of decimal magnitude and relational understanding of fractions.
    DeWolf M, Bassok M, Holyoak KJ.
    J Exp Child Psychol; 2015 May; 133():72-84. PubMed ID: 25744594
    [Abstract] [Full Text] [Related]

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