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Ana Stephens, Yewon Sung, Susanne Strachota, Ranza Veltri Torres, Karisma Morton, Angela Murphy Gardiner, Maria Blanton, Eric Knuth & Rena Stroud. (2022) The role of balance scales in supporting productive thinking about equations among diverse learners. Mathematical Thinking and Learning 24:1, pages 1-18.
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María I. Susperreguy, Christian Peake & David M. Gómez. (2020) Research on numerical cognition in Chile: current status, links to education and challenges (Investigación en cognición numérica en Chile: estado actual, vínculos con la educación y desafíos). Studies in Psychology 41:2, pages 404-438.
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Nii Ansah Tackie, Peter Sheppard & Tori K. Flint. (2019) Engendering algebraic readiness through pictorial representations. Investigations in Mathematics Learning 11:3, pages 207-219.
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Mara Otten, Marja van den Heuvel-Panhuizen, Michiel Veldhuis & Aiso Heinze. (2019) Developing algebraic reasoning in primary school using a hanging mobile as a learning supportive tool / El desarrollo del razonamiento algebraico en educación primaria utilizando una balanza como herramienta de apoyo. Journal for the Study of Education and Development 42:3, pages 615-663.
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Bing Hiong Ngu & Huy P. Phan. (2017) Will learning to solve one-step equations pose a challenge to 8th grade students?. International Journal of Mathematical Education in Science and Technology 48:6, pages 876-894.
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Gosia Marschall & Paul Andrews. (2015) Polish teachers’ conceptions of and approaches to the teaching of linear equations to grade six students: an exploratory case study. Research in Mathematics Education 17:3, pages 220-238.
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Articles from other publishers (12)
Jairo A. Navarrete‐Ulloa & Felipe Munoz‐Rubke. (2022)
Playing Board Games to Learn Rational Numbers: A
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Ana Stephens, Ranza Veltri Torres, Yewon Sung, Susanne Strachota, Angela Murphy Gardiner, Maria Blanton, Rena Stroud & Eric Knuth. (2021) From “You have to have three numbers and a plus sign” to “It’s the exact same thing”: K–1 students learn to think relationally about equations. The Journal of Mathematical Behavior 62, pages 100871.
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Roberto Araya. (2021) Enriching Elementary School Mathematical Learning with the Steepest Descent Algorithm. Mathematics 9:11, pages 1197.
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Mara Otten, Marja Van den Heuvel-Panhuizen & Michiel Veldhuis. (2019) The balance model for teaching linear equations: a systematic literature review. International Journal of STEM Education 6:1.
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Jairo A. Navarrete, David M. Gómez & Pablo Dartnell. (2018) Promoting preschoolers' numerical knowledge through spatial analogies: Numbers’ spatial alignment influences its learning. Contemporary Educational Psychology 54, pages 112-124.
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Roberto Araya Schulz. (2017) Complexity, Emergence and Embodied Cognition in Education. Innoeduca. International Journal of Technology and Educational Innovation 3:2, pages 159-170.
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Jairo A. Navarrete & Pablo Dartnell. (2017) Towards a category theory approach to analogy: Analyzing re-representation and acquisition of numerical knowledge. PLOS Computational Biology 13:8, pages e1005683.
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Bing Hiong Ngu & Huy P. Phan. (2015) Unpacking the Complexity of Linear Equations from a Cognitive Load Theory Perspective. Educational Psychology Review 28:1, pages 95-118.
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Roberto Araya, Abelino Jiménez, Manuel Bahamondez, Patricio Calfucura, Pablo Dartnell & Jorge Soto-Andrade. (2012) Teaching modeling skills using a massively multiplayer online mathematics game. World Wide Web 17:2, pages 213-227.
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Roberto Araya & Johan Van der Molen. 2013. Computational Collective Intelligence. Technologies and Applications. Computational Collective Intelligence. Technologies and Applications
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Roberto Araya, Abelino Jiménez, Manuel Bahamondez, Pablo Dartnell, Jorge Soto-Andrade, Pablo González & Patricio Calfucura. 2011. Advances in Web-Based Learning - ICWL 2011. Advances in Web-Based Learning - ICWL 2011
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