A selection of publications by the SERC team during 2016
Ye, A., Resnick, I., Hansen, N., Rodrigues, J., Rinne, L., & Jordan, N. C. (2016). Pathways to fraction learning: Numerical abilities mediate the relation between early cognitive competencies and later fraction knowledge. Journal of Experimental Child Psychology, 152, 242-263.
Watts [Lommatsch], C. M., Moyer-Packenham, P. S., Tucker, S. I., Bullock, E. P., Shumway, J. F., Westenskow, A., Boyer-Thurgood, J., Anderson-Pence, K., Mahamane, S., & Jordan, K. (2016). An examination of children’s learning progression shifts while using touch screen virtual manipulative mathematics apps. Computers in Human Behavior, 64, 814–828.
Resnick, I., Newcombe, N. S., & Shipley, T. F. (2016). Dealing with big numbers: Representation and understanding of magnitudes outside of human experience. Cognitive Science, 41(4), 1020-1041.
Resnick, I., Davatzes, A., Newcombe, N. S., & Shipley, T. F. (2016). Using relational reasoning to learn about scientific phenomena at unfamiliar scales. Educational Psychology Review, 29(1).
Resnick, I., Jordan, N. C., Hansen, N., Rajan, V., Rodrigues, J., Siegler, R. S., & Fuchs, L. (2016). Developmental growth trajectories in understanding of fraction magnitude from fourth through sixth grade. Developmental Psychology, 52(5), 746-757.
Resnick, I., Verdine, B. N., Golinkoff, R. M., & Hirsh-Pasek, K. (2016). Geometric toys in the attic? A corpus analysis of early exposure to geometric shapes. Early Childhood Research Quarterly, 36, 358-365.
Ramful, A., Bedgood, D., & Lowrie, T. (2016). A collaborative endeavour between mathematics and science educators: Focus on the use of percent in chemistry. European Journal of Science and Mathematics Education, 4(2), 196-213.
Patahuddin, S. M., Lowrie, T. & Dalgarno, B. (2016). Analysing mathematics teachers’ TPACK through observation of practice. The Asia-Pacific Education Researcher, 25(5), 863-872.
Lowrie, T., Logan, T., & Ramful, A. (2016). Cross cultural comparison of grade 6 students’ performance and strategy use on graphic and non-graphic tasks. Learning and Individual Differences, 52, 97-108.
Jordan, N. C., Resnick, I., Rodrigues, J., Hansen, N., & Dyson, N. (2016). The Delaware longitudinal study of fraction learning: Implications for students with mathematics learning difficulties. Journal of Learning Disabilities.