A longitudinal investigation of the co-development and bidirectional relations among whole number arithmetic and conceptual and procedural fraction knowledge

Xu, C., Di Lonardo Burr, S. orcid.org/0000-0001-6338-9621, Rodgers, L.J. et al. (5 more authors) (2025) A longitudinal investigation of the co-development and bidirectional relations among whole number arithmetic and conceptual and procedural fraction knowledge. Journal of Educational Psychology. ISSN 0022-0663

Abstract

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Item Type: Article
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© 2024 The Authors. Except as otherwise noted, this author-accepted version of a journal article published in Journal of Educational Psychology is made available via the University of Sheffield Research Publications and Copyright Policy under the terms of the Creative Commons Attribution 4.0 International License (CC-BY 4.0), which permits unrestricted use, distribution and reproduction in any medium, provided the original work is properly cited. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/

Keywords: fractions; conceptual; procedural; whole number arithmetic; development
Dates:
  • Published: 6 February 2025
  • Published (online): 6 February 2025
  • Accepted: 18 November 2024
Institution: The University of Sheffield
Academic Units: The University of Sheffield > Faculty of Science (Sheffield) > Department of Psychology (Sheffield)
Depositing User: Symplectic Sheffield
Date Deposited: 19 Dec 2024 09:30
Last Modified: 10 Feb 2025 09:45
Status: Published online
Publisher: American Psychological Association
Refereed: Yes
Identification Number: 10.1037/edu0000942
Open Archives Initiative ID (OAI ID):

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