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Fractions: Could they really be the gatekeeper’s doorman?

https://doi.org/10.1016/j.cedpsych.2012.07.001
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What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

inferredcites →https://doi.org/10.1016/j.cogpsych.2011.03.001openalex-snapshot
An integrated theory of whole number and fractions development
inferredcites →https://doi.org/10.1016/j.jecp.2008.02.003openalex-snapshot
Costs and benefits of representational change: Effects of context on age and sex differences in symbolic magnitude estimation
inferredcites →https://doi.org/10.1016/j.jmathb.2003.12.006openalex-snapshot
Teacher and students’ joint production of a reversible fraction conception
inferredcites →https://doi.org/10.1037//0012-1649.27.5.777openalex-snapshot
Role of conceptual knowledge in mathematical procedural learning.
inferredcites →https://doi.org/10.1037/0012-1649.35.1.164openalex-snapshot
Early fraction calculation ability.
inferredcites →https://doi.org/10.1037/0012-1649.41.6.189openalex-snapshot
Developmental and individual differences in pure numerical estimation.
inferredcites →https://doi.org/10.1037/a0019105openalex-snapshot
A is for apple: Mnemonic symbols hinder the interpretation of algebraic expressions.
inferredcites →https://doi.org/10.1080/10986060701360902openalex-snapshot
A Longitudinal Examination of Middle School Students' Understanding of the Equal Sign and Equivalent Equations
inferredcites →https://doi.org/10.1080/10986060701360910openalex-snapshot
Middle School Mathematics Teachers' Knowledge of Students' Understanding of Core Algebraic Concepts: Equal Sign and Variable
inferredcites →https://doi.org/10.1080/19404158.2011.563478openalex-snapshot
Algebra readiness for students with learning difficulties in grades 4–8: Support through the study of number
inferredcites →https://doi.org/10.1080/87565640801982361openalex-snapshot
Development of Number Line Representations in Children With Mathematical Learning Disability
inferredcites →https://doi.org/10.1108/978-1-60752-874-620251018openalex-snapshot
Rational Number, Ratio, and Proportion
inferredcites →https://doi.org/10.1111/1467-9280.02438openalex-snapshot
The Development of Numerical Estimation
inferredcites →https://doi.org/10.1111/j.1467-8624.2008.01173.xopenalex-snapshot
Numerical Magnitude Representations Influence Arithmetic Learning
inferredcites →https://doi.org/10.1111/j.1467-8624.2010.01509.xopenalex-snapshot
How 15 Hundred Is Like 15 Cherries: Effect of Progressive Alignment on Representational Changes in Numerical Cognition
inferredcites →https://doi.org/10.1111/j.1751-228x.2009.01064.xopenalex-snapshot
The Logarithmic‐To‐Linear Shift: One Learning Sequence, Many Tasks, Many Time Scales
inferredcites →https://doi.org/10.1177/0956797612440101openalex-snapshot
Early Predictors of High School Mathematics Achievement
inferredcites →https://doi.org/10.1207/s15326985ep4001_3openalex-snapshot
Teaching and Learning Fraction and Rational Numbers: The Origins and Implications of Whole Number Bias
inferredcites →https://doi.org/10.1207/s15327833mtl0104_2openalex-snapshot
From Fractions to Rational Numbers of Arithmetic: A Reorganization Hypothesis
inferredcites →https://doi.org/10.21890/ijres.61754openalex-snapshot
The Common Core State Standards for Mathematics
inferredcites →https://doi.org/10.2307/30034852openalex-snapshot
Does Understanding the Equal Sign Matter? Evidence from Solving Equations
inferredcites →https://doi.org/10.2307/749292openalex-snapshot
Michael's Fraction Schemes
inferredcites →https://doi.org/10.2307/749369openalex-snapshot
Engaging Whole-Number Knowledge for Rational-Number Learning Using a Computer-Based Tool
inferredcites →https://doi.org/10.2307/749431openalex-snapshot
Confounding Whole-Number and Fraction Concepts When Building on Informal Knowledge
inferredcites →https://doi.org/10.2307/749707openalex-snapshot
An Integrated Study of Children's Construction of Improper Fractions and the Teacher's Role in Promoting That Learning
inferredcites →https://doi.org/10.4324/9780203981528openalex-snapshot
The Psychology Of Intelligence
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The Psychology of Intelligence
inferredcites →https://doi.org/10.5860/choice.30-2122openalex-snapshot
Handbook of research on mathematics teaching and learning
inferredcites →https://doi.org/10.5951/jresematheduc.27.3.0354openalex-snapshot
Engaging Whole-Number Knowledge for Rational-Number Learning Using a Computer-Based Tool

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

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Profiles of Flexibility with Fraction Arithmetic and Their Connection to Algebra Readiness
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Children’s and Adults’ Math Attitudes Are Differentiated by Number Type
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Differences in High- and Low-Performing Students’ Fraction Learning in the Fourth Grade
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Impact of Lesson Study and Fractions Resources on Instruction and Student Learning
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When Reducing Fractions Hurts and When It Helps Performance
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The effects of a whole-class mathematics intervention on students’ fraction knowledge in primary school
inferred← citeshttps://doi.org/10.1080/00313831.2024.2362928openalex-snapshot
Pedagogical content knowledge in prospective elementary teachers’ descriptions of teaching and learning of fractions
inferred← citeshttps://doi.org/10.1080/00313831.2025.2552232openalex-snapshot
Effects of a fraction intervention for students with special educational needs in mathematics
inferred← citeshttps://doi.org/10.1080/00405841.2023.2202131openalex-snapshot
Evidence-based designs for physically active and playful math learning
inferred← citeshttps://doi.org/10.1080/07370008.2016.1251287openalex-snapshot
Early Developmental Trajectories Toward Concepts of Rational Numbers
inferred← citeshttps://doi.org/10.1080/09650792.2026.2723610openalex-snapshot
Improving instruction and learning in arithmetic in Grade 5 through action research
inferred← citeshttps://doi.org/10.1080/10447318.2023.2219960openalex-snapshot
Virtual Reality in Realistic Mathematics Education to Develop Mathematical Literacy Skills
inferred← citeshttps://doi.org/10.1080/10627197.2025.2503288openalex-snapshot
Visualizing and Reporting Content-Referenced Growth on a Learning Progression
inferred← citeshttps://doi.org/10.1080/10986065.2022.2128276openalex-snapshot
Interpreting literal symbols in algebra under the effects of the natural number bias
inferred← citeshttps://doi.org/10.1080/10986065.2024.2377423openalex-snapshot
Do quality criteria of instructional explanatory videos in algebra influence student choice? A feasibility study using conjoint analysis to assess implicit reasoning in educational contexts
inferred← citeshttps://doi.org/10.1080/13546783.2018.1429306openalex-snapshot
Executive function in learning mathematics by comparison: incorporating everyday classrooms into the science of learning
inferred← citeshttps://doi.org/10.1080/13546783.2018.1435425openalex-snapshot
Editorial: The role of reasoning in mathematical thinking
inferred← citeshttps://doi.org/10.1080/13546783.2022.2095031openalex-snapshot
The link between transitive reasoning and mathematics achievement in preadolescence: the role of relational processing and deductive reasoning
inferred← citeshttps://doi.org/10.1080/15248372.2014.996289openalex-snapshot
Spatial Proportional Reasoning Is Associated With Formal Knowledge About Fractions
inferred← citeshttps://doi.org/10.1080/15248372.2021.1890603openalex-snapshot
Learning Improper Fractions with the Number Line and the Area Model
inferred← citeshttps://doi.org/10.1080/15248372.2025.2456813openalex-snapshot
Knowledge Organization of Discretized Non-Symbolic Fraction and Mathematics Achievement
inferred← citeshttps://doi.org/10.1080/15248372.2025.2521258openalex-snapshot
How Language Influences Thought: The Case of Multiplying Fractions
inferred← citeshttps://doi.org/10.1080/17470218.2014.892517openalex-snapshot
On the Relation between the Mental Number Line and Arithmetic Competencies
inferred← citeshttps://doi.org/10.1080/17470218.2017.1350867openalex-snapshot
The fractions SNARC revisited: Processing fractions on a consistent mental number line
inferred← citeshttps://doi.org/10.1080/19477503.2016.1245035openalex-snapshot
Making sense of third-grade students’ misunderstandings of the number line
inferred← citeshttps://doi.org/10.1080/19477503.2017.1401033openalex-snapshot
Universal screening for algebra readiness in middle school: Why, what, and does it work?
inferred← citeshttps://doi.org/10.1080/19477503.2018.1461050openalex-snapshot
Comparison of algorithmic and multiple-representation integrated instruction for teaching fractions, decimals, and percent
inferred← citeshttps://doi.org/10.1080/19477503.2024.2307805openalex-snapshot
Unpacking the Connections Between Fractions and Algebra: The Importance of Fraction Schemes and Units Coordination
inferred← citeshttps://doi.org/10.1080/20445911.2024.2388907openalex-snapshot
A holistic investigation of fraction learning: examining the hierarchy of fraction skills, misconceptions, mathematics anxiety and response confidence
inferred← citeshttps://doi.org/10.1080/21548455.2022.2100941openalex-snapshot
Mathematical tools for making sense of a global pandemic
inferred← citeshttps://doi.org/10.1080/2372966x.2020.1871304openalex-snapshot
Examining Bridges in Mathematics and Differential Effects Among English Language Learners
inferred← citeshttps://doi.org/10.1086/713975openalex-snapshot
Can Teaching Fractions Improve Teachers’ Fraction Understanding?
inferred← citeshttps://doi.org/10.1086/732783openalex-snapshot
Effects of a Mathematics Teacher Professional Development Program on Grades 3–5 Student Achievement
inferred← citeshttps://doi.org/10.1088/1742-6596/1108/1/012108openalex-snapshot
Students’ Covariational Reasoning in Fraction Compare Problem
inferred← citeshttps://doi.org/10.1088/1742-6596/1157/4/042052openalex-snapshot
Identifying the secondary school students’ misconceptions about number
inferred← citeshttps://doi.org/10.1098/rstb.2016.0519openalex-snapshot
The problem with percentages
inferred← citeshttps://doi.org/10.1108/978-1-64802-746-820251008openalex-snapshot
Using Worked Examples as a Scalable Practice for Teaching Fraction Magnitude and Fraction Computation
inferred← citeshttps://doi.org/10.1111/1467-8578.12250openalex-snapshot
Investigating the relationship between solution pathway preference and accuracy of adding fractions for students with learning disabilities
inferred← citeshttps://doi.org/10.1111/bjep.12182openalex-snapshot
Fraction magnitude understanding and its unique role in predicting general mathematics achievement at two early stages of fraction instruction
inferred← citeshttps://doi.org/10.1111/bjep.12333openalex-snapshot
Are conceptual knowledge and procedural knowledge empirically separable? The case of fractions
inferred← citeshttps://doi.org/10.1111/bjep.12472openalex-snapshot
Perceptions of ease and difficulty, but not growth mindset, relate to specific math attitudes
inferred← citeshttps://doi.org/10.1111/bjep.12637openalex-snapshot
Not realizing that you don't know: Fraction state anxiety is reduced by natural number bias
inferred← citeshttps://doi.org/10.1111/bjep.70091openalex-snapshot
Discriminant validity and interrelations of conceptual and procedural knowledge in fractions and algebra: Evidence from confirmatory factor analysis
inferred← citeshttps://doi.org/10.1111/bjet.13517openalex-snapshot
Basic mathematical skills and fraction understanding predict percentage understanding: Evidence from an intelligent tutoring system
inferred← citeshttps://doi.org/10.1111/bjop.12244openalex-snapshot
A systematic investigation of the link between rational number processing and algebra ability
inferred← citeshttps://doi.org/10.1111/cdev.12416openalex-snapshot
The Role of Mediators in the Development of Longitudinal Mathematics Achievement Associations
inferred← citeshttps://doi.org/10.1111/cdev.13568openalex-snapshot
Predicting Middle School Profiles of Algebra Performance Using Fraction Knowledge
inferred← citeshttps://doi.org/10.1111/cogs.70168openalex-snapshot
Enhancing Flexible Transfer of Fractions: The Role of Sequential and Simultaneous Games With Multiple Representations
inferred← citeshttps://doi.org/10.1111/desc.12155openalex-snapshot
Early predictors of middle school fraction knowledge
inferred← citeshttps://doi.org/10.1111/desc.12372openalex-snapshot
Associations of non‐symbolic and symbolic numerical magnitude processing with mathematical competence: a meta‐analysis
inferred← citeshttps://doi.org/10.1111/desc.12395openalex-snapshot
Magnitude knowledge: the common core of numerical development
inferred← citeshttps://doi.org/10.1111/jcal.12422openalex-snapshot
Supporting primary students' learning of fraction conceptual knowledge through digital games
inferred← citeshttps://doi.org/10.1111/jcal.12721openalex-snapshot
Predicting fraction and algebra achievements online: A large‐scale longitudinal study using data from an online learning environment
inferred← citeshttps://doi.org/10.1111/jcal.12877openalex-snapshot
Targeting fraction misconceptions and reducing high confidence errors in an online tutor
inferred← citeshttps://doi.org/10.1111/jcal.12956openalex-snapshot
An exploration of gendered differences in cognitive, motivational and emotional aspects of game‐based math learning
inferred← citeshttps://doi.org/10.1111/jcal.70093openalex-snapshot
A Psychological Network Analysis to Examine Interdependencies Between Fraction and Algebra Subtopics in an Intelligent Tutoring System
inferred← citeshttps://doi.org/10.1111/ldrp.12146openalex-snapshot
Cognitive Profiles associated with Responsiveness to Fraction Intervention
inferred← citeshttps://doi.org/10.1111/ldrp.12187openalex-snapshot
A Systematic Analysis of Experimental Studies Targeting Fractions for Students with Mathematics Difficulties
inferred← citeshttps://doi.org/10.1111/ldrp.12197openalex-snapshot
Accuracy of Area Model and Number Line Representations of Fractions for Students with Learning Disabilities
inferred← citeshttps://doi.org/10.1111/ldrp.12211openalex-snapshot
The Effects of Motion Math: Bounce on Students’ Fraction Knowledge
inferred← citeshttps://doi.org/10.1111/ldrp.12244openalex-snapshot
Mathematics Interventions for Adolescents with Mathematics Difficulties: A Meta–Analysis
inferred← citeshttps://doi.org/10.1111/ldrp.12321openalex-snapshot
Initial Efficacy of a Fraction–Vocabulary Intervention for Students Experiencing Mathematics Difficulty in Grade 4
inferred← citeshttps://doi.org/10.1111/mbe.12335openalex-snapshot
Playing Board Games to Learn Rational Numbers: A Proof‐of‐Concept
inferred← citeshttps://doi.org/10.1111/nyas.14715openalex-snapshot
Math anxiety differentially impairs symbolic, but not nonsymbolic, fraction skills across development
inferred← citeshttps://doi.org/10.1111/ssm.18351openalex-snapshot
Multisensory mathematics in the elementary classroom to differentiate instruction
inferred← citeshttps://doi.org/10.1111/ssm.18397openalex-snapshot
Comparison of Fraction Vocabulary Proficiency Between Students in the United States and China
inferred← citeshttps://doi.org/10.1177/0022219416629647openalex-snapshot
Error Patterns in Ordering Fractions Among At-Risk Fourth-Grade Students
inferred← citeshttps://doi.org/10.1177/0022219419851750openalex-snapshot
Embedding Self-Regulation Instruction Within Fractions Intervention for Third Graders With Mathematics Difficulties
inferred← citeshttps://doi.org/10.1177/0022219419879684openalex-snapshot
Identifying Fraction Measures as Screeners of Mathematics Risk Status
inferred← citeshttps://doi.org/10.1177/00222194221097710openalex-snapshot
Examining Virtual Manipulatives for Teaching Computations With Fractions to Children With Mathematics Difficulty
inferred← citeshttps://doi.org/10.1177/00222194251342191openalex-snapshot
Unique and Combined Effects of Small-Group Fraction Vocabulary and Arithmetic Interventions for Students With Mathematical Difficulties
inferred← citeshttps://doi.org/10.1177/00224669251405854openalex-snapshot
A Research Synthesis of Fraction Interventions for Middle-School Students With a Disability or Mathematics Difficulty
inferred← citeshttps://doi.org/10.1177/0040059916674326openalex-snapshot
Preparing for Algebra by Building Fraction Sense
inferred← citeshttps://doi.org/10.1177/0162643417727291openalex-snapshot
Teaching Equivalent Fractions to Secondary Students With Disabilities via the Virtual–Representational–Abstract Instructional Sequence
inferred← citeshttps://doi.org/10.1177/01626434251314014openalex-snapshot
Increasing Student Engagement, Fraction Knowledge, and STEM Interest Through Game-Based Intervention
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