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Pernille Ladegaard Pedersen, Pirjo Aunio, Pernille Bødtker Sunde, Mette Bjerre & Rasmus Waagepetersen. (2023) Differences in High- and Low-Performing Students’ Fraction Learning in the Fourth Grade. The Journal of Experimental Education 91:4, pages 636-654.
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Ofer Marmur, Ion Moutinho & Rina Zazkis. (2022) On the density of ℚ in ℝ: Imaginary dialogues scripted by undergraduate students. International Journal of Mathematical Education in Science and Technology 53:6, pages 1297-1325.
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Yingying Yang & Wei He. (2021) Four- to six-year-olds’ ratio reasoning-from 2D to 3D quantities. Thinking & Reasoning 27:2, pages 212-238.
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Pooja G. Sidney, Clarissa A. Thompson, Charles Fitzsimmons & Jennifer M. Taber. (2021) Children’s and Adults’ Math Attitudes Are Differentiated by Number Type. The Journal of Experimental Education 89:1, pages 1-32.
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Xinchen Fu, Xiaodong Li, Ping Xu & Jie Zeng. (2020) Inhibiting the Whole Number Bias in a Fraction Comparison Task: An Event-Related Potential Study. Psychology Research and Behavior Management 13, pages 245-255.
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Stephanie Morano, Margaret M. Flores, Vanessa Hinton & Jillian Meyer. (2020) A Comparison of Concrete-Representational-Abstract and Concrete-Representational-Abstract-Integrated Fraction Interventions for Students with Disabilities. Exceptionality 28:2, pages 77-91.
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Ofer Marmur, Xiaoheng Yan & Rina Zazkis. (2020) Fraction images: the case of six and a half. Research in Mathematics Education 22:1, pages 22-47.
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Mikko Kainulainen, Jake McMullen & Erno Lehtinen. (2017) Early Developmental Trajectories Toward Concepts of Rational Numbers. Cognition and Instruction 35:1, pages 4-19.
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John P. Smith$suffix/text()$suffix/text(), Lorraine M. Males & Funda Gonulates. (2016) Conceptual Limitations in Curricular Presentations of Area Measurement: One Nation’s Challenges. Mathematical Thinking and Learning 18:4, pages 239-270.
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Stella Vosniadou. (2014) Examining cognitive development from a conceptual change point of view: The framework theory approach. European Journal of Developmental Psychology 11:6, pages 645-661.
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Jo Van Hoof, Tristan Lijnen, Lieven Verschaffel & Wim Van Dooren. (2013) Are secondary school students still hampered by the natural number bias? A reaction time study on fraction comparison tasks. Research in Mathematics Education 15:2, pages 154-164.
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Stella Vosniadou. (2013) Model based reasoning and the learning of counter-intuitive science concepts. Journal for the Study of Education and Development 36:1, pages 5-33.
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Xenia Vamvakoussi & Stella Vosniadou. (2012) Bridging the Gap Between the Dense and the Discrete: The Number Line and the “Rubber Line” Bridging Analogy. Mathematical Thinking and Learning 14:4, pages 265-284.
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Konstantinos
P. Christou & Stella Vosniadou. (2012) What Kinds of Numbers Do Students Assign to Literal Symbols? Aspects of the Transition from Arithmetic to Algebra. Mathematical Thinking and Learning 14:1, pages 1-27.
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