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The Journal of Experimental Education Volume 89, 2021 - Issue 1
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Learning, Instruction, and Cognition

Children’s and Adults’ Math Attitudes Are Differentiated by Number Type

Pooja G. Sidneya University of Kentucky, Lexington, KY, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-3719-8543View further author information
ORCID Icon,
Clarissa A. Thompsonb Kent State University, Kent, OH, USAORCID Iconhttps://orcid.org/0000-0001-8758-3218View further author information
ORCID Icon,
Charles Fitzsimmonsb Kent State University, Kent, OH, USAView further author information
&
Jennifer M. Taberb Kent State University, Kent, OH, USAORCID Iconhttps://orcid.org/0000-0003-3285-4871View further author information
ORCID Icon
Pages 1-32 | Published online: 12 Sep 2019

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Felipe Munoz-Rubke, Felipe Almuna, Jaclyn Duemler & Eloísa Velásquez. (2023) Mathematical tools for making sense of a global pandemic. International Journal of Science Education, Part B 13:1, pages 18-27.
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Articles from other publishers (21)

Katja Lenz, Andreas Obersteiner & Gerald Wittmann. (2024) Who benefits most from language-responsive learning materials in mathematics? Investigating differential effects in heterogeneous classrooms. Educational Studies in Mathematics.
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Marta K. Mielicki, Rahma Mbarki & Jinjing Jenny Wang. (2024) Understanding the social–emotional components of our “number sense”: insights from a novel non-symbolic numerical comparison task. Frontiers in Psychology 15.
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Ylva Høgset, Marja Van den Heuvel-Panhuizen & Knut Berg. (2024) Appraisement of mathematics tasks—a point of view of Norwegian eighth-grade students. Asian Journal for Mathematics Education 3:1, pages 29-59.
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Hilma Halme, Jo Van Hoof, Minna Hannula‐Sormunen & Jake McMullen. (2023) Not realizing that you don't know: Fraction state anxiety is reduced by natural number bias. British Journal of Educational Psychology 94:1, pages 138-150.
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Dicle Çapan, Reyhan Furman, Tilbe Göksun & Terry Eskenazi. (2023) Hands of confidence: When gestures increase confidence in spatial problem-solving. Quarterly Journal of Experimental Psychology 77:2, pages 257-277.
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Charles J. Fitzsimmons, Lauren Woodbury, Jennifer M. Taber, Lauren K. Schiller, Marta K. Mielicki, Pooja G. Sidney, Karin G. Coifman & Clarissa A. Thompson. (2023) Visual display size and shape impact the accuracy of US adults' health‐risk estimates. Journal of Behavioral Decision Making 36:5.
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Karrie E. Godwin, Clarissa A. Thompson, Freya Kaur, Yuika Iwai, Charles J. Fitzsimmons & Jennifer M. Taber. (2023) Attending to what’s important: what heat maps may reveal about attention, inhibitory control, and fraction arithmetic performance. Frontiers in Psychology 14.
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Pooja G. Sidney & Julie F. Shirah. (2023) Surface-to-structure shifts in rational number categories. Cognitive Development 68, pages 101386.
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Daniel A. Scheibe, Christopher A. Was, John Dunlosky & Clarissa A. Thompson. (2023) Metacognitive Cues, Working Memory, and Math Anxiety: The Regulated Attention in Mathematical Problem Solving (RAMPS) Framework. Journal of Intelligence 11:6, pages 117.
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Clarissa A. Thompson, Marta K. Mielicki, Ferdinand Rivera, Charles J. Fitzsimmons, Daniel A. Scheibe, Pooja G. Sidney, Lauren K. Schiller, Jennifer M. Taber & Erika A. Waters. (2022) Leveraging Math Cognition to Combat Health Innumeracy. Perspectives on Psychological Science 18:1, pages 152-177.
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Daniel A. Scheibe, Charles J. Fitzsimmons, Marta K. Mielicki, Jennifer M. Taber, Pooja G. Sidney, Karin Coifman & Clarissa A. Thompson. (2022) Confidence in COVID problem solving: What factors predict adults’ item-level metacognitive judgments on health-related math problems before and after an educational intervention?. Metacognition and Learning 17:3, pages 989-1023.
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Hilma Halme, Kelly Trezise, Minna M. Hannula-Sormunen & Jake McMullen. (2022) Characterizing mathematics anxiety and its relation to performance in routine and adaptive tasks. Journal of Numerical Cognition 8:3, pages 414-429.
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Marta K. Mielicki, Lauren K. Schiller, Charles J. Fitzsimmons, Daniel Scheibe & Clarissa A. Thompson. (2021) Perceptions of ease and difficulty, but not growth mindset, relate to specific math attitudes. British Journal of Educational Psychology 92:2, pages 707-729.
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Pooja G. Sidney, Julie F. Shirah, Lauren Zahrn & Clarissa A. Thompson. (2022) Diagrams support spontaneous transfer across whole number and fraction concepts. Contemporary Educational Psychology 69, pages 102066.
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Isabella Starling‐Alves, Matthew R. Wronski & Edward M. Hubbard. (2021) Math anxiety differentially impairs symbolic, but not nonsymbolic, fraction skills across development. Annals of the New York Academy of Sciences 1509:1, pages 113-129.
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Charles J. Fitzsimmons & Clarissa A. Thompson. (2022) Developmental differences in monitoring accuracy and cue use when estimating whole-number and fraction magnitudes. Cognitive Development 61, pages 101148.
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Macarena Suárez-Pellicioni, Ö. Ece Demir-Lira & James R. Booth. (2021) Neurocognitive mechanisms explaining the role of math attitudes in predicting children’s improvement in multiplication skill. Cognitive, Affective, & Behavioral Neuroscience 21:5, pages 917-935.
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Clarissa A. Thompson, Jennifer M. Taber, Charles J. Fitzsimmons & Pooja G. Sidney. (2021) Math predictors of numeric health and non-health decision-making problems. Journal of Numerical Cognition 7:2, pages 221-239.
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Roberto A. Abreu-Mendoza, Linsah Coulanges, Kendell Ali, Arthur B. Powell & Miriam Rosenberg-Lee. (2021) From Non-symbolic to Symbolic Proportions and Back: A Cuisenaire Rod Proportional Reasoning Intervention Enhances Continuous Proportional Reasoning Skills. Frontiers in Psychology 12.
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Michelle L. Rivers, Charles J. Fitzsimmons, Susan R. Fisk, John Dunlosky & Clarissa A. Thompson. (2020) Gender differences in confidence during number-line estimation. Metacognition and Learning 16:1, pages 157-178.
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Robert S. Siegler, Soo-hyun ImLauren K. SchillerJing TianDavid W. Braithwaite. (2020) The Sleep of Reason Produces Monsters: How and When Biased Input Shapes Mathematics Learning. Annual Review of Developmental Psychology 2:1, pages 413-435.
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