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Percival Matthews
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Assessing knowledge of mathematical equivalence: A construct-modeling approach.
B Rittle-Johnson, PG Matthews, RS Taylor, KL McEldoon
Journal of Educational Psychology 103 (1), 85, 2011
2422011
Individual differences in nonsymbolic ratio processing predict symbolic math performance
PG Matthews, MR Lewis, EM Hubbard
Psychological science 27 (2), 191-202, 2016
1822016
Measure for measure: What combining diverse measures reveals about children's understanding of the equal sign as an indicator of mathematical equality
P Matthews, B Rittle-Johnson, K McEldoon, R Taylor
Journal for Research in Mathematics Education 43 (3), 316-350, 2012
1772012
In pursuit of knowledge: Comparing self-explanations, concepts, and procedures as pedagogical tools
P Matthews, B Rittle-Johnson
Journal of experimental child psychology 104 (1), 1-21, 2009
1582009
Fractions as percepts? Exploring cross-format distance effects for fractional magnitudes
PG Matthews, DL Chesney
Cognitive psychology 78, 28-56, 2015
1492015
A specific misconception of the equal sign acts as a barrier to children's learning of early algebra
CE Byrd, NM McNeil, DL Chesney, PG Matthews
Learning and Individual Differences 38, 61-67, 2015
1282015
How to make ‘more’better? Principles for effective use of multiple representations to enhance students’ learning about fractions
MA Rau, PG Matthews
ZDM 49, 531-544, 2017
1122017
Neurocognitive architectures and the nonsymbolic foundations of fractions understanding
MR Lewis, PG Matthews, EM Hubbard
Development of mathematical cognition, 141-164, 2016
942016
It pays to be organized: Organizing arithmetic practice around equivalent values facilitates understanding of math equivalence.
NM McNeil, DL Chesney, PG Matthews, ER Fyfe, LA Petersen, ...
Journal of Educational Psychology 104 (4), 1109, 2012
762012
Keys to the gate? Equal sign knowledge at second grade predicts fourth‐grade algebra competence
PG Matthews, LS Fuchs
Child Development 91 (1), e14-e28, 2020
732020
Fractions we cannot ignore: The nonsymbolic ratio congruity effect
PG Matthews, MR Lewis
Cognitive Science 41 (6), 1656-1674, 2017
642017
Knowledge on the line: Manipulating beliefs about the magnitudes of symbolic numbers affects the linearity of line estimation tasks
DL Chesney, PG Matthews
Psychonomic Bulletin & Review 20, 1146-1153, 2013
522013
Symbolic fractions elicit an analog magnitude representation in school-age children
PB Kalra, JV Binzak, PG Matthews, EM Hubbard
Journal of Experimental Child Psychology 195, 104844, 2020
422020
Assessing formal knowledge of math equivalence among algebra and pre-algebra students.
ER Fyfe, PG Matthews, E Amsel, KL McEldoon, NM McNeil
Journal of Educational Psychology 110 (1), 87-101, 2018
422018
More than the sum of its parts: Exploring the development of ratio magnitude versus simple magnitude perception
Y Park, AA Viegut, PG Matthews
Developmental Science 24 (3), e13043, 2021
362021
Organization matters: Mental organization of addition knowledge relates to understanding math equivalence in symbolic form
DL Chesney, NM McNeil, PG Matthews, CE Byrd, LA Petersen, ...
Cognitive Development 30, 30-46, 2014
362014
Natural alternatives to natural number: The case of ratio
PG Matthews, AB Ellis
Journal of Numerical Cognition 4 (1), 19, 2018
332018
From continuous magnitudes to symbolic numbers: The centrality of ratio
PG Sidney, CA Thompson, PG Matthews, EM Hubbard
Behavioral and Brain Sciences 40, 2017
292017
Math matters: A novel, brief educational intervention decreases whole number bias when reasoning about COVID-19.
CA Thompson, JM Taber, PG Sidney, CJ Fitzsimmons, MK Mielicki, ...
Journal of Experimental Psychology: Applied 27 (4), 632, 2021
232021
Taking the relational structure of fractions seriously: Relational reasoning predicts fraction knowledge in elementary school children
PB Kalra, EM Hubbard, PG Matthews
Contemporary educational psychology 62, 101896, 2020
232020
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