Florence Gabriel
Cited by
Cited by
Developmental dyscalculia is related to visuo-spatial memory and inhibition impairment
D Szucs, A Devine, F Soltesz, A Nobes, F Gabriel
Cortex 49 (10), 2674-2688, 2013
Visual stimulus parameters seriously compromise the measurement of approximate number system acuity and comparative effects between adults and children
D Szucs, A Nobes, A Devine, FC Gabriel, T Gebuis
Frontiers in Psychology 4, 444, 2013
Cognitive components of a mathematical processing network in 9‐year‐old children
D Szűcs, A Devine, F Soltesz, A Nobes, F Gabriel
Developmental science 17 (4), 506-524, 2014
A componential view of children's difficulties in learning fractions
F Gabriel, F Coché, D Szucs, V Carette, B Rey
Frontiers in psychology 4, 2013
The Future of Education and Skills: Education 2030
http://www.oecd.org/education/2030/oecd-education-2030-position-paper.pdf, 2018
Developing children's understanding of fractions: an intervention study
F Gabriel, F Coché, D Szucs, V Carette, B Rey, A Content
Mind, brain, and Education 6 (3), 137-146, 2012
A machine learning approach to investigating the effects of mathematics dispositions on mathematical literacy
F Gabriel, J Signolet, M Westwell
International Journal of Research & Method in Education, 1-22, 2017
Forging a new path for Educational Neuroscience: An international young-researcher perspective on combining neuroscience and educational practices
HL Pincham, AA Matejko, A Obersteiner, C Killikelly, KP Abrahao, ...
Trends in Neuroscience and Education 3 (1), 28-31, 2014
The Development of the Mental Representations of the Magnitude of Fractions
FC Gabriel, D Szucs
PloS one 8 (11), e80016, 2013
The mental representations of fractions: adults' same–different judgments
FC Gabriel, D Szucs
Frontiers in psychology 4, 385, 2013
The componential processing of fractions in adults and children: effects of stimuli variability and contextual interference
L Zhang, Q Fang, FC Gabriel, D Szücs
Frontiers in psychology 5, 981, 2014
The Future of Education and Skills 2030: OECD Learning Compass 2030
https://www.oecd.org/education/2030-project/teaching-and-learning/learning …, 2019
Understanding Magnitudes to Understand Fractions
F Gabriel
Australian Primary Mathematics Classroom 21 (2), 36-40, 2016
The impact of mathematics anxiety on self-regulated learning and mathematical literacy
F Gabriel, S Buckley, A Barthakur
Australian Journal of Education, https://doi.org/10.1177/0004944120947881, 2020
Common magnitude representation of fractions and decimals is task dependent
L Zhang, Q Fang, FC Gabriel, D Szűcs
Quarterly Journal of Experimental Psychology 69 (4), 764-780, 2016
Gamifying Graph Reading
B O’Donnell, F Gabriel
Proceedings of the European Conference on Games Based Learning. p926-932. 7p, 2017
Psychological and Neuroscientific Perspectives on Mathematical Creativity and Giftedness
D Cropley, M Westwell, F Gabriel
Creativity and Giftedness, 183-199, 2017
Technology enhanced learning environments and the potential for enhancing spatial reasoning: a mixed methods study
S Fowler, C Cutting, JP Kennedy, SN Leonard, F Gabriel, W Jaeschke
Mathematics Education Research Journal, 1-24, 2021
Collaborative Assessment Design as Teacher Professional Learning: A Case Study of Student Fraction Knowledge
C Thompson, F Gabriel, S Leonard
The Australian Primary Mathematics Classroom 25 (1), 27-32, 2020
Network Analysis of Attitudes Towards Statistics: The Canada and Spain Cases
AM Ruiz-Ruano García, A Miles, F Marmolejo-Ramos, F Gabriel, ...
INTED2020 Proceedings, 4322-4328, 2020
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