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Strategy use and strategy choice in fraction magnitude comparison.
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
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How Does Change Occur: A Microgenetic Study of Number Conservation
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How reform curricula in the USA and Korea present multiplication and division of fractions
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Individual differences and adaptive flexibility in lower-income children's strategy choices
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Comparing 5/7 and 2/9: Adults can do it by accessing the magnitude of the whole fractions
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An integrated theory of whole number and fractions development
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Cognitive processes of numerical estimation in children
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Microgenetic patterns of children’s multiplication learning: Confirming the overlapping waves model by latent growth modeling
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Numerical landmarks are useful—except when they’re not
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Early strategies of elementary school children’s single word reading
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Understanding the structure of the set of rational numbers: a conceptual change approach
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The natural number bias and magnitude representation in fraction comparison by expert mathematicians
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The acquisition of regular and irregular past tense forms
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The Development of Numerical Understandings
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Chapter 5 Strategy Choices in Children's Time-Telling
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Mental Representations in Fraction Comparison
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Development of time, speed, and distance concepts.
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Age differences in, and consequences of, multiple- and variable-strategy use on a multitrial sort-recall task.
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Four aspects of strategic change: Contributions to children's learning of multiplication.
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Multiple routes to solution of single-digit multiplication problems.
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Selection of procedures in mental addition: Reassessing the problem size effect in adults.
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Developmental Changes in the Relationship Between the Infant's Attention and Emotion During Early Face-to-Face Communication: The 2-Month Transition.
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The mental representation of numerical fractions: Real or integer?
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The growth of logical thinking: From childhood to adolescence.
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Operation-specific effects of numerical surface form on arithmetic strategy.
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Representations of the magnitudes of fractions.
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Sources of group and individual differences in emerging fraction skills.
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Mental subtraction in high- and lower skilled arithmetic problem solvers: Verbal report versus operand-recognition paradigms.
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Developmental and individual differences in understanding of fractions.
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Improving at-risk learners’ understanding of fractions.
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Magnitude comparison with different types of rational numbers.
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How ManyDecimalsAre There Between TwoFractions? Aspects of Secondary School Students’ Understanding of Rational Numbers and Their Notation
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Rational numbers: Componential versus holistic representation of fractions in a magnitude comparison task
inferredcites →https://doi.org/10.1111/1467-8624.00025openalex-snapshot
Learning to Spell: Variability, Choice, and Change in Children's Strategy Use
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The Development of Numerical Estimation
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Children's Proportional Judgments: The Importance of "Half"
inferredcites →https://doi.org/10.1111/j.1751-228x.2011.01109.xopenalex-snapshot
Representations of Fractions: Evidence for Accessing the Whole Magnitude in Adults
inferredcites →https://doi.org/10.1126/science.1072493openalex-snapshot
Representation of the Quantity of Visual Items in the Primate Prefrontal Cortex
inferredcites →https://doi.org/10.1177/0956797612440101openalex-snapshot
Early Predictors of High School Mathematics Achievement
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Teaching and Learning Fraction and Rational Numbers: The Origins and Implications of Whole Number Bias
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Theories of Mind in Transition: A Microgenetic Study of the Development of False Belief Understanding
inferredcites →https://doi.org/10.2307/1165995openalex-snapshot
Developmental Sequences within and between Concepts
inferredcites →https://doi.org/10.2307/1166199openalex-snapshot
Learning in the Development of Infant Locomotion
inferredcites →https://doi.org/10.2307/145737openalex-snapshot
Quantitative Literacy and the Likelihood of Employment among Young Adults in the United States
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The Growing Importance of Cognitive Skills in Wage Determination
inferredcites →https://doi.org/10.2307/3151491openalex-snapshot
Protocol Analysis: Verbal Reports as Data
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Emerging minds: the process of change in children's thinking
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Incoming claims: where this work appears in other papers’ reference lists and arguments.
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inferred← citeshttps://doi.org/10.31234/osf.io/mzg9xopenalex-snapshot
Developmental Changes in Nonsymbolic and Symbolic Fractions Processing: A Cross-Sectional fMRI study
inferred← citeshttps://doi.org/10.31234/osf.io/yrngzopenalex-snapshot
Brazilian math teacher’s magnitude representation and strategy use in fraction comparison: a mixed methods study
inferred← citeshttps://doi.org/10.3126/tuj.v39i1.66665openalex-snapshot
Exploring the Cognitive Growth Stages in Perry Theory and their Application for Higher Level Mathematics Learning
inferred← citeshttps://doi.org/10.31390/gradschool_dissertations.6078openalex-snapshot
Improving Teacher Intervention Decisions Using the Fraction Error Flowchart
inferred← citeshttps://doi.org/10.3384/diss.diva-178048openalex-snapshot
Representationer av tal i bråkform : En studie om matematikundervisning på mellanstadiet
inferred← citeshttps://doi.org/10.3389/feduc.2020.00029openalex-snapshot
The Interplay Between the Natural Number Bias and Fraction Magnitude Processing in Low-Achieving Students
inferred← citeshttps://doi.org/10.3389/feduc.2023.1050468openalex-snapshot
Enhancing topic-specific prior knowledge of students impacts their outcomes in mathematics
inferred← citeshttps://doi.org/10.3389/fnhum.2022.752190openalex-snapshot
Young Children Intuitively Divide Before They Recognize the Division Symbol
inferred← citeshttps://doi.org/10.3389/fpsyg.2023.1210266openalex-snapshot
Attending to what’s important: what heat maps may reveal about attention, inhibitory control, and fraction arithmetic performance
inferred← citeshttps://doi.org/10.3390/bs11020026openalex-snapshot
Shared Developmental Trajectories for Fractional Reasoning and Fine Motor Ability in 4 and 5 Year Olds
inferred← citeshttps://doi.org/10.3758/s13414-017-1312-yopenalex-snapshot
Reasoning strategies with rational numbers revealed by eye tracking
inferred← citeshttps://doi.org/10.4148/0146-9282.2346openalex-snapshot
Elementary Preservice Mathematics Teachers Fraction Knowledge: An Integrative Review of Research
inferred← citeshttps://doi.org/10.48489/quadrante.23026openalex-snapshot
El fenómeno natural number bias: un estudio sobre los razonamientos de los estudiantes en la multiplicación de números racionales
inferred← citeshttps://doi.org/10.54337/aau441584586openalex-snapshot
Learning and understanding the complexity of fractions
inferred← citeshttps://doi.org/10.5964/jnc.10085openalex-snapshot
Mathematical flexibility: Theoretical, methodological, and educational considerations
inferred← citeshttps://doi.org/10.5964/jnc.6545openalex-snapshot
Math predictors of numeric health and non-health decision-making problems
inferred← citeshttps://doi.org/10.5964/jnc.6945openalex-snapshot
Effects of figural and numerical presentation formats on growing pattern performance
inferred← citeshttps://doi.org/10.5964/jnc.7577openalex-snapshot
Comparing fraction magnitudes: Adults’ verbal reports reveal strategy flexibility and adaptivity, but also bias
inferred← citeshttps://doi.org/10.5964/jnc.v4i2.130openalex-snapshot
How the eyes add fractions: Adult eye movement patterns during fraction addition problems
inferred← citeshttps://doi.org/10.5964/jnc.v5i3.197openalex-snapshot
Adolescents and adults need inhibitory control to compare fractions
inferred← citeshttps://doi.org/10.5964/jnc.v6i1.119openalex-snapshot
Eye gaze patterns reflect how young fraction learners approach numerical comparisons
inferred← citeshttps://doi.org/10.6007/ijarbss/v9-i2/5671openalex-snapshot
When You Don’t have to be Sequential: A Meta-Analysis
inferred← citeshttps://doi.org/10.61998/forskul.v12i3.26656openalex-snapshot
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