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Developing Children's Understanding of the Rational Numbers: A New Model and an Experimental Curriculum
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The development of proportional reasoning and the ratio concept Part I ? Differentiation of stages
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The development of proportional reasoning and the ratio concept Part II?problem-structure at successive stages; problem-solving strategies and the mechanism of adaptive restructuring
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Fourth Graders' Gradual Construction of Decimal Fractions during Instruction Using Different Physical Representations
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II. EXPLORING THE MICROSTRUCTURE OF CHILDREN’S CENTRAL CONCEPTUAL STRUCTURES IN THE DOMAIN OF NUMBER
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IV. EVALUATING THE BREADTH AND DEPTH OF TRAINING EFFECTS WHEN CENTRAL CONCEPTUAL STRUCTURES ARE TAUGHT
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Syntax and Semantics in Learning to Subtract
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The Role of Central Conceptual Structures in the Development of Children's Thought
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Learning Fractions with Understanding: Building on Informal Knowledge
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Percent: A Privileged Proportion
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Procedures Over Concepts: The Acquisition of Decimal Number Knowledge
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Analysis of Arithmetic for Mathematics Teaching
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The development of multiplicative reasoning in the learning of mathematics
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The Development of, and Interaction between, Intuitive and School-Taught Ideas about Percent
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National Council of Teachers of Mathematics
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Visualizing Number: Instruction for Number System Knowledge in Second-Grade Classrooms
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Unpacking the Connections Between Fractions and Algebra: The Importance of Fraction Schemes and Units Coordination
inferred← citeshttps://doi.org/10.1080/24727466.2012.11790312openalex-snapshot
A Case Study of Teacher Responses to a Doubling Error and Difficulty in Learning Equivalent Fractions
inferred← citeshttps://doi.org/10.1086/499684openalex-snapshot
Enhancing Kindergartners' Mathematical Development: Effects of Peer-Assisted Learning Strategies
inferred← citeshttps://doi.org/10.1093/acprof:oso/9780199730421.003.0003openalex-snapshot
Cognitive Constraints on the Understanding and Acceptance of Evolution
inferred← citeshttps://doi.org/10.1093/oxfordhb/9780199642342.013.014openalex-snapshot
Developing Conceptual and Procedural Knowledge of Mathematics
inferred← citeshttps://doi.org/10.1093/oxfordhb/9780199642342.013.019openalex-snapshot
Primitives and Non-primitives of Numerical Representations
inferred← citeshttps://doi.org/10.1108/17415651211228077openalex-snapshot
Adapting math instruction to support prospective elementary teachers
inferred← citeshttps://doi.org/10.1108/978-1-28141-200-320251019openalex-snapshot
Rational Numbers and Proportional Reasoning
inferred← citeshttps://doi.org/10.1108/978-1-60752-796-120251002openalex-snapshot
The Development of Math Competence in the Preschool and Early School Years
inferred← citeshttps://doi.org/10.1108/978-1-60752-966-820251003openalex-snapshot
The Impact of Classroom Research on Student and Teacher Learning
inferred← citeshttps://doi.org/10.1108/978-1-61735-422-920251013openalex-snapshot
English Language Learners’ Conceptual Understanding of Fractions
inferred← citeshttps://doi.org/10.1108/978-1-62396-570-920251007openalex-snapshot
Exploring the Relationship Between Learning Trajectories and Curriculum
inferred← citeshttps://doi.org/10.1108/978-1-62396-585-320251006openalex-snapshot
Instruments For Studying The Enacted Mathematics Curriculum
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/bjet.13139openalex-snapshot
Software‐based intervention with digital manipulatives to support student conceptual understandings of fractions
inferred← citeshttps://doi.org/10.1111/cogs.13048openalex-snapshot
Conceptual Knowledge, Procedural Knowledge, and Metacognition in Routine and Nonroutine Problem Solving
inferred← citeshttps://doi.org/10.1111/desc.12395openalex-snapshot
Magnitude knowledge: the common core of numerical development
inferred← citeshttps://doi.org/10.1111/j.1365-2729.2009.00328.xopenalex-snapshot
Characteristics of students assigned to technology‐based instruction
inferred← citeshttps://doi.org/10.1111/j.1471-3802.2002.00160.xopenalex-snapshot
Adapting instruction to address individual and group educational needs in maths
inferred← citeshttps://doi.org/10.1111/j.1751-228x.2008.00036.xopenalex-snapshot
Is There a Role for Executive Functions in the Development of Mathematics Ability?
inferred← citeshttps://doi.org/10.1111/j.1751-228x.2009.01060.xopenalex-snapshot
Learning Sequences in the Acquisition of Mathematical Knowledge: Using Cognitive Developmental Theory to Inform Curriculum Design for Pre‐K–6 Mathematics Education
inferred← citeshttps://doi.org/10.1111/j.1756-8765.2010.01098.xopenalex-snapshot
Applications in Education and Training: A Force Behind the Development of Cognitive Science
inferred← citeshttps://doi.org/10.1111/j.1949-8594.2008.tb17834.xopenalex-snapshot
Identifying Fourth Graders' Understanding of Rational Number Representations: A Mixed Methods Approach
inferred← citeshttps://doi.org/10.1111/j.2044-8279.2011.02053.xopenalex-snapshot
Addressing the struggle to link form and understanding in fractions instruction
inferred← citeshttps://doi.org/10.1111/jcal.12726openalex-snapshot
Impact of a game‐based intervention on fraction learning for fifth‐grade students: A pre‐registered randomized controlled study
inferred← citeshttps://doi.org/10.1111/ssm.12248openalex-snapshot
What Is a Fraction? Developing Fraction Understanding in Prospective Elementary Teachers
inferred← citeshttps://doi.org/10.11114/jets.v4i6.1431openalex-snapshot
Prospective Middle School Mathematics Teachers’ (PMTs) Content Knowledge about Concepts ‘Fraction’ and ‘Rational Number’
inferred← citeshttps://doi.org/10.11114/jets.v5i11.2679openalex-snapshot
Student Errors in Fractions and Possible Causes of These Errors
inferred← citeshttps://doi.org/10.1145/2460296.2460328openalex-snapshot
Nanogenetic learning analytics
inferred← citeshttps://doi.org/10.1145/2556288.2557392openalex-snapshot
Towards automatic experimentation of educational knowledge
inferred← citeshttps://doi.org/10.1146/annurev-devpsych-041620-031544openalex-snapshot
The Sleep of Reason Produces Monsters: How and When Biased Input Shapes Mathematics Learning
inferred← citeshttps://doi.org/10.1146/annurev-psych-010416-044101openalex-snapshot
Numerical Development
inferred← citeshttps://doi.org/10.11591/ijere.v8i1.16290openalex-snapshot
Misconceptions of primary school students about the subject of fractions: views of primary teachers and primary pre-service teachers
inferred← citeshttps://doi.org/10.11648/j.edu.20190806.12openalex-snapshot
The Use of Stem in the Educational Process
inferred← citeshttps://doi.org/10.1177/001440291408000207openalex-snapshot
Detecting and Correcting Fractions Computation Error Patterns
inferred← citeshttps://doi.org/10.1177/0022219416662032openalex-snapshot
Fractions Learning in Children With Mathematics Difficulties
inferred← citeshttps://doi.org/10.1177/00224669020360020501openalex-snapshot
Using a Concept-Grounded, Curriculum-Based Measure in Mathematics to Predict Statewide Test Scores for Middle School Students with LD
inferred← citeshttps://doi.org/10.1177/0963721417700129openalex-snapshot
Hard Lessons: Why Rational Number Arithmetic Is So Difficult for So Many People
inferred← citeshttps://doi.org/10.1177/17456916221083277openalex-snapshot
Leveraging Math Cognition to Combat Health Innumeracy
inferred← citeshttps://doi.org/10.1177/1932202x18770172openalex-snapshot
Prior Year’s Predictors of Eighth-Grade Algebra Achievement
inferred← citeshttps://doi.org/10.1186/s40594-020-00264-xopenalex-snapshot
Development of the Sci-math Sensemaking Framework: categorizing sensemaking of mathematical equations in science
inferred← citeshttps://doi.org/10.1207/s1532690xci2303_1openalex-snapshot
Designing Knowledge Scaffolds to Support Mathematical Problem Solving
inferred← citeshttps://doi.org/10.1207/s15326950dp3301_01openalex-snapshot
The Symbol Precedence View of Mathematical Development: A Corpus Analysis of the Rhetorical Structure of Textbooks
inferred← citeshttps://doi.org/10.1207/s15326985ep4001_3openalex-snapshot
Teaching and Learning Fraction and Rational Numbers: The Origins and Implications of Whole Number Bias
inferred← citeshttps://doi.org/10.1207/s15516709cog0000_15openalex-snapshot
Physically Distributed Learning: Adapting and Reinterpreting Physical Environments in the Development of Fraction Concepts
inferred← citeshttps://doi.org/10.12698/cpre.2011.rr68openalex-snapshot
Learning Trajectories in Mathematics: A Foundation for Standards, Curriculum, Assessment, and Instruction
inferred← citeshttps://doi.org/10.12973/ejmste/75299openalex-snapshot
Eurasia Journal of Mathematics, Science & Technology Education
inferred← citeshttps://doi.org/10.12973/eu-jer.1.3.283openalex-snapshot
Understanding Mathematics: Some Key Factors
inferred← citeshttps://doi.org/10.12973/eurasia.2013.9211aopenalex-snapshot
How Middle School Students Deal with Rational Numbers? A Mixed Methods Research Study
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