Követés
Percival Matthews
Cím
Hivatkozott rá
Hivatkozott rá
Év
Assessing knowledge of mathematical equivalence: A construct-modeling approach.
B Rittle-Johnson, PG Matthews, RS Taylor, KL McEldoon
Journal of Educational Psychology 103 (1), 85, 2011
2382011
Individual differences in nonsymbolic ratio processing predict symbolic math performance
PG Matthews, MR Lewis, EM Hubbard
Psychological science 27 (2), 191-202, 2016
1792016
Measure for measure: What combining diverse measures reveals about children's understanding of the equal sign as an indicator of mathematical equality
P Matthews, B Rittle-Johnson, K McEldoon, R Taylor
Journal for Research in Mathematics Education 43 (3), 316-350, 2012
1742012
In pursuit of knowledge: Comparing self-explanations, concepts, and procedures as pedagogical tools
P Matthews, B Rittle-Johnson
Journal of experimental child psychology 104 (1), 1-21, 2009
1572009
Fractions as percepts? Exploring cross-format distance effects for fractional magnitudes
PG Matthews, DL Chesney
Cognitive psychology 78, 28-56, 2015
1482015
A specific misconception of the equal sign acts as a barrier to children's learning of early algebra
CE Byrd, NM McNeil, DL Chesney, PG Matthews
Learning and Individual Differences 38, 61-67, 2015
1262015
How to make ‘more’better? Principles for effective use of multiple representations to enhance students’ learning about fractions
MA Rau, PG Matthews
ZDM 49, 531-544, 2017
1042017
Neurocognitive architectures and the nonsymbolic foundations of fractions understanding
MR Lewis, PG Matthews, EM Hubbard
Development of mathematical cognition, 141-164, 2016
942016
It pays to be organized: Organizing arithmetic practice around equivalent values facilitates understanding of math equivalence.
NM McNeil, DL Chesney, PG Matthews, ER Fyfe, LA Petersen, ...
Journal of Educational Psychology 104 (4), 1109, 2012
742012
Keys to the gate? Equal sign knowledge at second grade predicts fourth‐grade algebra competence
PG Matthews, LS Fuchs
Child Development 91 (1), e14-e28, 2020
712020
Fractions we cannot ignore: The nonsymbolic ratio congruity effect
PG Matthews, MR Lewis
Cognitive Science 41 (6), 1656-1674, 2017
632017
Knowledge on the line: Manipulating beliefs about the magnitudes of symbolic numbers affects the linearity of line estimation tasks
DL Chesney, PG Matthews
Psychonomic Bulletin & Review 20, 1146-1153, 2013
522013
Symbolic fractions elicit an analog magnitude representation in school-age children
PB Kalra, JV Binzak, PG Matthews, EM Hubbard
Journal of Experimental Child Psychology 195, 104844, 2020
412020
Assessing formal knowledge of math equivalence among algebra and pre-algebra students.
ER Fyfe, PG Matthews, E Amsel, KL McEldoon, NM McNeil
Journal of Educational Psychology 110 (1), 87-101, 2018
412018
More than the sum of its parts: Exploring the development of ratio magnitude versus simple magnitude perception
Y Park, AA Viegut, PG Matthews
Developmental Science 24 (3), e13043, 2021
352021
Organization matters: Mental organization of addition knowledge relates to understanding math equivalence in symbolic form
DL Chesney, NM McNeil, PG Matthews, CE Byrd, LA Petersen, ...
Cognitive Development 30, 30-46, 2014
352014
Natural alternatives to natural number: The case of ratio
PG Matthews, AB Ellis
Journal of Numerical Cognition 4 (1), 19, 2018
312018
From continuous magnitudes to symbolic numbers: The centrality of ratio
PG Sidney, CA Thompson, PG Matthews, EM Hubbard
Behavioral and Brain Sciences 40, 2017
292017
Math matters: A novel, brief educational intervention decreases whole number bias when reasoning about COVID-19.
CA Thompson, JM Taber, PG Sidney, CJ Fitzsimmons, MK Mielicki, ...
Journal of Experimental Psychology: Applied 27 (4), 632, 2021
222021
What can Cognitive Science do for people?
RW Prather, VL Benitez, LK Brooks, CL Dancy, J Dilworth‐Bart, NB Dutra, ...
Cognitive Science 46 (6), e13167, 2022
202022
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