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Thinking & Reasoning Volume 25, 2019 - Issue 1
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Who uses more strategies? Linking mathematics anxiety to adults’ strategy variability and performance on fraction magnitude tasks

Pooja G. SidneyDepartment of Psychological Sciences, Kent State University, Kent, OH, USACorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0003-3719-8543View further author information
ORCID Icon,
Rajaa ThalluriDepartment of Psychological Sciences, Kent State University, Kent, OH, USAView further author information
,
Morgan L. BuerkeDepartment of Psychological Sciences, Kent State University, Kent, OH, USAView further author information
&
Clarissa A. ThompsonDepartment of Psychological Sciences, Kent State University, Kent, OH, USAView further author information
Pages 94-131 | Received 08 Aug 2017, Accepted 04 May 2018, Published online: 11 Jun 2018

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Charles J. Fitzsimmons, Kayla Morehead, Clarissa A. Thompson, Morgan Buerke & John Dunlosky. (2023) Can feedback, correct, and incorrect worked examples improve numerical magnitude estimation precision?. The Journal of Experimental Education 91:1, pages 20-45.
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Luz Valoyes-Chávez, Alex Montecino & Paloma Guzmán. (2021) Global mobility and processes of racialisation: the case of immigrant adults in mathematics education. Research in Mathematics Education 23:3, pages 248-261.
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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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Nancy Pantoja, Marjorie W. Schaeffer, Christopher S. Rozek, Sian L. Beilock & Susan C. Levine. (2020) Children’s Math Anxiety Predicts Their Math Achievement Over and Above a Key Foundational Math Skill. Journal of Cognition and Development 21:5, pages 709-728.
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Articles from other publishers (21)

Pooja G. Sidney, Julie F. Shirah, Jessica Blake & Amanda L. Kruczkowski. (2023) Adaptive variability in children’s conceptual models of division. Journal of Experimental Child Psychology 236, pages 105743.
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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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Manuel Ninaus, Rodolpho Cortez, Izabel Hazin, Kristian Kiili, Silke M. Wortha, Elise Klein, Elisabeth M. Weiss & Korbinian Moeller. (2023) The added value of game elements: better training performance but comparable learning gains. Educational technology research and development 71:5, pages 1917-1939.
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Alessandro Cuder, Marija Živković, Eleonora Doz, Sandra Pellizzoni & Maria Chiara Passolunghi. (2023) The relationship between math anxiety and math performance: The moderating role of visuospatial working memory. Journal of Experimental Child Psychology 233, pages 105688.
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Charles J. Fitzsimmons & Clarissa A. Thompson. (2023) Why is monitoring accuracy so poor in number line estimation? The importance of valid cues and systematic variability for U.S. college students. Metacognition and Learning.
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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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Jinqing Liu & Erik Jacobson. (2022) Examining US elementary students’ strategies for comparing fractions after the adoption of the common core state standards for mathematics. The Journal of Mathematical Behavior 67, pages 100985.
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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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Clarissa A. Thompson, Charles J. Fitzsimmons, Marta Mielicki, Daniel A. Scheibe, Pooja G. Sidney, Lauren Schiller, Robert S. Siegler & John E. Opfer. (2022) Comments regarding Numerical Estimation Strategies Are Correlated with Math Ability in School-Age Children. Cognitive Development 62, pages 101188.
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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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Oğuzhan Atabek, Ayhan Şavklıyıldız, Günseli Orhon, Omer Halil Colak, Arda Özdemir & Utku Şenol. (2022) The effect of anxiety on mathematical thinking: An fMRI study on 12th-grade students. Learning and Motivation 77, pages 101779.
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Sumyah Alnajashi. (2021) Alpha and theta oscillations in mental addition for high and low performers. Cognitive Processing 22:4, pages 609-626.
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David W. Braithwaite & Lauren Sprague. (2021) Conceptual Knowledge, Procedural Knowledge, and Metacognition in Routine and Nonroutine Problem Solving. Cognitive Science 45:10.
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Marta K. Mielicki, Charlies J. Fitzsimmons, Lauren H. Woodbury, Hannah Marshal, Dake Zhang, Ferdinand D. Rivera & Clarissa A. Thompson. (2021) Effects of figural and numerical presentation formats on growing pattern performance. Journal of Numerical Cognition 7:2, pages 125-155.
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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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Charles J. Fitzsimmons, Clarissa A. Thompson & Pooja G. Sidney. (2020) Confident or familiar? The role of familiarity ratings in adults’ confidence judgments when estimating fraction magnitudes. Metacognition and Learning 15:2, pages 215-231.
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Lidón Moliner & Francisco Alegre. (2020) Peer Tutoring Effects on Students’ Mathematics Anxiety: A Middle School Experience. Frontiers in Psychology 11.
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Sarah R. Powell, Jennifer K. Gilbert & Lynn S. Fuchs. (2019) Variables influencing algebra performance: Understanding rational numbers is essential. Learning and Individual Differences 74, pages 101758.
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