Items where authors include "Di Lonardo Burr, S."

Article

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

Xu, C., Di Lonardo Burr, S. orcid.org/0000-0001-6338-9621, McNally-Edwards, N. et al. (3 more authors) (2024) A holistic investigation of fraction learning: examining the hierarchy of fraction skills, misconceptions, mathematics anxiety and response confidence. Journal of Cognitive Psychology. ISSN 2044-5911

Xu, C., Di Lonardo Burr, S. orcid.org/0000-0001-6338-9621, Li, H. et al. (2 more authors) (2024) From whole numbers to fractions to word problems: hierarchical relations in mathematics knowledge for Chinese Grade 6 students. Journal of Experimental Child Psychology, 242. 105884. ISSN 0022-0965

Xu, C. orcid.org/0000-0002-6702-3958, Li, H. orcid.org/0000-0002-5052-2742, Di Lonardo Burr, S. orcid.org/0000-0001-6338-9621 et al. (3 more authors) (2024) We cannot ignore the signs: the development of equivalence and arithmetic for students from grades 3 to 4. Journal of Cognition and Development, 25 (1). pp. 46-65. ISSN 1524-8372

Xu, C. orcid.org/0000-0002-6702-3958, Di Lonardo Burr, S. orcid.org/0000-0001-6338-9621 and LeFevre, J.-A. orcid.org/0000-0002-1927-7734 (2023) The hierarchical relations among mathematical competencies: from fundamental numeracy to complex mathematical skills. Canadian Journal of Experimental Psychology / Revue canadienne de psychologie expérimentale, 77 (4). pp. 284-295. ISSN 1196-1961

Xu, C. orcid.org/0000-0002-6702-3958, LeFevre, J.-A. orcid.org/0000-0002-1927-7734, Di Lonardo Burr, S. orcid.org/0000-0001-6338-9621 et al. (5 more authors) (2023) A direct comparison of two measures of ordinal knowledge among 8-year-olds. Journal of Numerical Cognition, 9 (2). pp. 253-267. ISSN 2363-8761

Xu, C. orcid.org/0000-0002-6702-3958, Di Lonardo Burr, S., LeFevre, J.-A. et al. (8 more authors) (2023) Development of children’s number line estimation in primary school: regional and curricular influences. Cognitive Development, 67. 101355. ISSN 0885-2014

Xu, C. orcid.org/0000-0002-6702-3958, Di Lonardo Burr, S. orcid.org/0000-0001-6338-9621, Skwarchuk, S.-L. orcid.org/0000-0002-9270-1538 et al. (7 more authors) (2022) Pathways to learning mathematics for students in French-immersion and English-instruction programs. Journal of Educational Psychology, 114 (6). pp. 1321-1342. ISSN 0022-0663

Xu, C., Li, H., Di Lonardo Burr, S. et al. (3 more authors) (2022) Divide and conquer: Relations among arithmetic operations and emerging knowledge of fraction notation for Chinese students in Grade 4. Journal of Experimental Child Psychology, 217. 105371. ISSN 0022-0965

Susperreguy, M.I. orcid.org/0000-0001-5584-2692, Di Lonardo Burr, S. orcid.org/0000-0001-6338-9621, Douglas, H. orcid.org/0000-0001-5806-3758 et al. (4 more authors) (2022) Home mathematics environment and math performance of Chilean students in kindergarten and Grades 1 to 3. Early Childhood Research Quarterly, 59. pp. 84-95. ISSN 0885-2006

Xu, C. orcid.org/0000-0002-6702-3958, Lafay, A. orcid.org/0000-0003-3344-5463, Douglas, H. orcid.org/0000-0001-5806-3758 et al. (7 more authors) (2022) The role of mathematical language skills in arithmetic fluency and word-problem solving for first- and second-language learners. Journal of Educational Psychology, 114 (3). pp. 513-539. ISSN 0022-0663

Xu, C. orcid.org/0000-0002-6702-3958, LeFevre, J.-A. orcid.org/0000-0002-1927-7734, Skwarchuk, S.-L. orcid.org/0000-0002-9270-1538 et al. (7 more authors) (2021) Individual differences in the development of children’s arithmetic fluency from grades 2 to 3. Developmental Psychology, 57 (7). pp. 1067-1079. ISSN 0012-1649

Song, C.S. orcid.org/0000-0001-7804-3316, Xu, C. orcid.org/0000-0002-6702-3958, Maloney, E.A. et al. (7 more authors) (2021) Longitudinal relations between young students’ feelings about mathematics and arithmetic performance. Cognitive Development, 59. 101078. ISSN 0885-2014

Di Lonardo Burr, S. orcid.org/0000-0001-6338-9621 and LeFevre, J.-A. (2021) Fixated in more familiar territory: providing an explicit midpoint for typical and atypical number lines. Quarterly Journal of Experimental Psychology, 74 (3). pp. 523-535. ISSN 1747-0218

Susperreguy, M.I. orcid.org/0000-0001-5584-2692, Di Lonardo Burr, S. orcid.org/0000-0001-6338-9621, Xu, C. orcid.org/0000-0002-6702-3958 et al. (2 more authors) (2020) Children’s home numeracy environment predicts growth of their early mathematical skills in kindergarten. Child Development, 91 (5). pp. 1663-1680. ISSN 0009-3920