Where do fractions encounter their equivalents? Can this encounter take place in elementary-school?, International Journal of Computers for Mathematical Learning, vol.6, issue.2, pp.167-214, 2001. ,
Early predictors of middle school fraction knowledge, Developmental Science, vol.17, issue.5, pp.775-785, 2014. ,
Rational number, ratio, and proportion, Handbook of research on mathematics teaching and learning, pp.296-333, 1992. ,
Rational Number Concepts, Acquisition of Mathematics Concepts and Processes, pp.91-125, 1983. ,
Teaching rational number and decimal concepts, Teaching mathematics in grades K-8: Research-based methods, pp.201-248, 1988. ,
Students' fraction comparison strategies as a window into robust understanding and possible pointers for instruction, Educational Studies in Mathematics, vol.72, issue.1, pp.127-138, 2009. ,
The role of implicit models in solving verbal problems in multiplication and division, Journal for Research in Mathematics Education, vol.16, issue.1, pp.3-17, 1985. ,
Students' whole number multiplicative concepts: A critical constructive resource for fraction composition schemes, The Journal of Mathematical Behavior, vol.28, issue.1, pp.1-18, 2009. ,
On the mathematical, cognitive, and instructional foundations of rational numbers, Number and measurement: Papers from a research workshop, pp.101-144, 1976. ,
Semantic domains of rational numbers and the acquisition of fraction equivalence, Contemporary Educational Psychology, vol.26, issue.3, pp.400-417, 2001. ,
Teaching and learning fraction and rational numbers: The origins and implications of whole number bias, Educational Psychologist, vol.40, issue.1, pp.27-52, 2005. ,
The development of students' understanding of the numerical value of fractions, Learning and Instruction, vol.14, issue.5, pp.503-518, 2004. ,
Fractions and multiplicative reasoning, A research companion to principles and standards for school mathematics, pp.95-113, 2003. ,
The development of children's understanding of the quotient: A teaching experiment, Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education (4), pp.265-272, 2001. ,