| Assessing knowledge of mathematical equivalence: A construct-modeling approach. B Rittle-Johnson, PG Matthews, RS Taylor, KL McEldoon Journal of Educational Psychology 103 (1), 85, 2011 | 239 | 2011 |
| Individual differences in nonsymbolic ratio processing predict symbolic math performance PG Matthews, MR Lewis, EM Hubbard Psychological science 27 (2), 191-202, 2016 | 179 | 2016 |
| Measure for measure: What combining diverse measures reveals about children's understanding of the equal sign as an indicator of mathematical equality P Matthews, B Rittle-Johnson, K McEldoon, R Taylor Journal for Research in Mathematics Education 43 (3), 316-350, 2012 | 174 | 2012 |
| In pursuit of knowledge: Comparing self-explanations, concepts, and procedures as pedagogical tools P Matthews, B Rittle-Johnson Journal of experimental child psychology 104 (1), 1-21, 2009 | 157 | 2009 |
| Fractions as percepts? Exploring cross-format distance effects for fractional magnitudes PG Matthews, DL Chesney Cognitive psychology 78, 28-56, 2015 | 148 | 2015 |
| A specific misconception of the equal sign acts as a barrier to children's learning of early algebra CE Byrd, NM McNeil, DL Chesney, PG Matthews Learning and Individual Differences 38, 61-67, 2015 | 127 | 2015 |
| How to make ‘more’better? Principles for effective use of multiple representations to enhance students’ learning about fractions MA Rau, PG Matthews ZDM 49, 531-544, 2017 | 105 | 2017 |
| Neurocognitive architectures and the nonsymbolic foundations of fractions understanding MR Lewis, PG Matthews, EM Hubbard Development of mathematical cognition, 141-164, 2016 | 94 | 2016 |
| It pays to be organized: Organizing arithmetic practice around equivalent values facilitates understanding of math equivalence. NM McNeil, DL Chesney, PG Matthews, ER Fyfe, LA Petersen, ... Journal of Educational Psychology 104 (4), 1109, 2012 | 74 | 2012 |
| Keys to the gate? Equal sign knowledge at second grade predicts fourth‐grade algebra competence PG Matthews, LS Fuchs Child Development 91 (1), e14-e28, 2020 | 71 | 2020 |
| Fractions we cannot ignore: The nonsymbolic ratio congruity effect PG Matthews, MR Lewis Cognitive Science 41 (6), 1656-1674, 2017 | 64 | 2017 |
| Knowledge on the line: Manipulating beliefs about the magnitudes of symbolic numbers affects the linearity of line estimation tasks DL Chesney, PG Matthews Psychonomic Bulletin & Review 20, 1146-1153, 2013 | 52 | 2013 |
| Symbolic fractions elicit an analog magnitude representation in school-age children PB Kalra, JV Binzak, PG Matthews, EM Hubbard Journal of Experimental Child Psychology 195, 104844, 2020 | 41 | 2020 |
| Assessing formal knowledge of math equivalence among algebra and pre-algebra students. ER Fyfe, PG Matthews, E Amsel, KL McEldoon, NM McNeil Journal of Educational Psychology 110 (1), 87-101, 2018 | 41 | 2018 |
| More than the sum of its parts: Exploring the development of ratio magnitude versus simple magnitude perception Y Park, AA Viegut, PG Matthews Developmental Science 24 (3), e13043, 2021 | 35 | 2021 |
| Organization matters: Mental organization of addition knowledge relates to understanding math equivalence in symbolic form DL Chesney, NM McNeil, PG Matthews, CE Byrd, LA Petersen, ... Cognitive Development 30, 30-46, 2014 | 35 | 2014 |
| Natural alternatives to natural number: The case of ratio PG Matthews, AB Ellis Journal of Numerical Cognition 4 (1), 19, 2018 | 32 | 2018 |
| From continuous magnitudes to symbolic numbers: The centrality of ratio PG Sidney, CA Thompson, PG Matthews, EM Hubbard Behavioral and Brain Sciences 40, 2017 | 29 | 2017 |
| Math matters: A novel, brief educational intervention decreases whole number bias when reasoning about COVID-19. CA Thompson, JM Taber, PG Sidney, CJ Fitzsimmons, MK Mielicki, ... Journal of Experimental Psychology: Applied 27 (4), 632, 2021 | 22 | 2021 |
| Taking the relational structure of fractions seriously: Relational reasoning predicts fraction knowledge in elementary school children PB Kalra, EM Hubbard, PG Matthews Contemporary educational psychology 62, 101896, 2020 | 21 | 2020 |
Edward M. HubbardAssociate Professor of Educational Psychology, University of Wisconsin-MadisonVerified email at wisc.edu
