| Year |
Citation |
Score |
| 2023 |
Viegut AA, Matthews PG. Building fraction magnitude knowledge with number lines: Partitioning versus analogy. Developmental Psychology. 59: 1757-1770. PMID 37768612 DOI: 10.1037/dev0001616 |
0.721 |
|
| 2021 |
Hubbard EM, Matthews PG. Ratio-based perceptual foundations for rational numbers, and perhaps whole numbers, too? The Behavioral and Brain Sciences. 44: e192. PMID 34907871 DOI: 10.1017/S0140525X2100114X |
0.729 |
|
| 2020 |
Park Y, Viegut AA, Matthews PG. More than the Sum of its Parts: Exploring the Development of Ratio Magnitude vs. Simple Magnitude Perception. Developmental Science. e13043. PMID 33030291 DOI: 10.1111/desc.13043 |
0.674 |
|
| 2020 |
Kalra PB, Hubbard EM, Matthews PG. Taking the Relational Structure of Fractions Seriously: Relational Reasoning Predicts Fraction Knowledge in Elementary School Children. Contemporary Educational Psychology. 62. PMID 32831458 DOI: 10.1016/J.Cedpsych.2020.101896 |
0.751 |
|
| 2020 |
Kalra PB, Binzak JV, Matthews PG, Hubbard EM. Symbolic fractions elicit an analog magnitude representation in school-age children. Journal of Experimental Child Psychology. 195: 104844. PMID 32244000 DOI: 10.1016/J.Jecp.2020.104844 |
0.738 |
|
| 2020 |
Fyfe ER, Matthews PG, Amsel E. College Developmental Math Students' Knowledge of the Equal Sign. Educational Studies in Mathematics. 104: 65-85. DOI: 10.1007/S10649-020-09947-2 |
0.347 |
|
| 2019 |
Meng R, Matthews PG, Toomarian EY. The Relational SNARC: Spatial Representation of Nonsymbolic Ratios. Cognitive Science. 43: e12778. PMID 31446660 DOI: 10.1111/Cogs.12778 |
0.416 |
|
| 2018 |
Matthews PG, Ellis AB. Natural Alternatives to Natural Number: The Case of Ratio. Journal of Numerical Cognition. 4: 19-58. PMID 31463363 DOI: 10.5964/jnc.v4i1.97 |
0.325 |
|
| 2018 |
Chesney DL, Matthews PG. Task Constraints Affect Mapping From Approximate Number System Estimates to Symbolic Numbers. Frontiers in Psychology. 9: 1801. PMID 30386272 DOI: 10.3389/Fpsyg.2018.01801 |
0.335 |
|
| 2018 |
Matthews PG, Fuchs LS. Keys to the Gate? Equal Sign Knowledge at Second Grade Predicts Fourth-Grade Algebra Competence. Child Development. PMID 30295921 DOI: 10.1111/Cdev.13144 |
0.422 |
|
| 2018 |
Fyfe ER, Matthews PG, Amsel E, McEldoon KL, McNeil NM. Assessing formal knowledge of math equivalence among algebra and pre-algebra students. Journal of Educational Psychology. 110: 87-101. DOI: 10.1037/Edu0000208 |
0.71 |
|
| 2017 |
Sidney PG, Thompson CA, Matthews PG, Hubbard EM. From continuous magnitudes to symbolic numbers: The centrality of ratio. The Behavioral and Brain Sciences. 40: e190. PMID 29342653 DOI: 10.1017/S0140525X16002284 |
0.73 |
|
| 2017 |
Rau MA, Matthews PG. How to make ‘more’ better? Principles for effective use of multiple representations to enhance students’ learning about fractions Zdm. 49: 531-544. DOI: 10.1007/S11858-017-0846-8 |
0.345 |
|
| 2016 |
Matthews PG, Hubbard EM. Making Space for Spatial Proportions. Journal of Learning Disabilities. PMID 27895239 DOI: 10.1177/0022219416679133 |
0.736 |
|
| 2016 |
Matthews PG, Lewis MR. Fractions We Cannot Ignore: The Nonsymbolic Ratio Congruity Effect. Cognitive Science. PMID 27766661 DOI: 10.1111/Cogs.12419 |
0.465 |
|
| 2016 |
Hubbard E, Matthews P, Samek A. Using online compound interest tools to improve financial literacy The Journal of Economic Education. 47: 106-120. DOI: 10.1080/00220485.2016.1146097 |
0.705 |
|
| 2015 |
Matthews PG, Lewis MR, Hubbard EM. Individual Differences in Nonsymbolic Ratio Processing Predict Symbolic Math Performance. Psychological Science. PMID 26710824 DOI: 10.1177/0956797615617799 |
0.763 |
|
| 2015 |
Matthews PG, Chesney DL. Fractions as percepts? Exploring cross-format distance effects for fractional magnitudes. Cognitive Psychology. 78: 28-56. PMID 25797529 DOI: 10.1016/J.Cogpsych.2015.01.006 |
0.444 |
|
| 2015 |
Byrd CE, McNeil NM, Chesney DL, Matthews PG. A specific misconception of the equal sign acts as a barrier to children's learning of early algebra Learning and Individual Differences. 38: 61-67. DOI: 10.1016/J.Lindif.2015.01.001 |
0.408 |
|
| 2014 |
Chesney DL, McNeil NM, Matthews PG, Byrd CE, Petersen LA, Wheeler MC, Fyfe ER, Dunwiddie AE. Organization matters: Mental organization of addition knowledge relates to understanding math equivalence in symbolic form Cognitive Development. 30: 30-46. DOI: 10.1016/J.Cogdev.2014.01.001 |
0.714 |
|
| 2013 |
Chesney DL, Matthews PG. Knowledge on the line: manipulating beliefs about the magnitudes of symbolic numbers affects the linearity of line estimation tasks. Psychonomic Bulletin & Review. 20: 1146-53. PMID 23681927 DOI: 10.3758/S13423-013-0446-8 |
0.37 |
|
| 2012 |
Matthews P, Rittle-Johnson B, McEldoon K, Taylor R. Measure for measure: What combining diverse measures reveals about children's understanding of the equal sign as an indicator of mathematical equality Journal For Research in Mathematics Education. 43: 316-350. DOI: 10.5951/Jresematheduc.43.3.0316 |
0.683 |
|
| 2012 |
McNeil NM, Chesney DL, Matthews PG, Fyfe ER, Petersen LA, Dunwiddie AE, Wheeler MC. It pays to be organized: Organizing arithmetic practice around equivalent values facilitates understanding of math equivalence Journal of Educational Psychology. 104: 1109-1121. DOI: 10.1037/A0028997 |
0.402 |
|
| 2011 |
Rittle-Johnson B, Matthews PG, Taylor RS, McEldoon KL. Assessing Knowledge of Mathematical Equivalence: A Construct-Modeling Approach Journal of Educational Psychology. 103: 85-104. DOI: 10.1037/A0021334 |
0.687 |
|
| 2009 |
Matthews P, Rittle-Johnson B. In pursuit of knowledge: Comparing self-explanations, concepts, and procedures as pedagogical tools Journal of Experimental Child Psychology. 104: 1-21. PMID 18937952 DOI: 10.1016/J.Jecp.2008.08.004 |
0.655 |
|
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