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Direct linkMielicki, Marta K.; Schiller, Lauren K.; Fitzsimmons, Charles J.; Scheibe, Daniel; Thompson, Clarissa A. – British Journal of Educational Psychology, 2022
Background: People report negative attitudes towards fractions and percentages relative to whole numbers (WNs, Sidney, Thompson, Fitzsimmons, & Taber, 2021), and these attitudes may relate to an individual's interpretation of what experiences with these number types signify. Because fractions are challenging, individual differences related to…
Descriptors: Numbers, Fractions, Mathematics Skills, Student Attitudes
Yu, Shuyuan; Kim, Dan; Fitzsimmons, Charles J.; Mielicki, Marta K.; Thompson, Clarissa A.; Opfer, John E. – Developmental Psychology, 2022
Children display an early sensitivity to implicit proportions (e.g., 1 of 5 apples vs. 3 of 4 apples), but have considerable difficulty in learning the explicit, symbolic proportions denoted by fractions (e.g., "1/5" vs. "3/4"). Theoretically, reducing the gap between representations of implicit versus explicit proportions…
Descriptors: Elementary School Students, Mathematics Skills, Fractions, Number Concepts
Fitzsimmons, Charles J.; Thompson, Clarissa A.; Sidney, Pooja G. – Metacognition and Learning, 2020
Understanding fraction magnitudes is especially important in daily life, but fraction reasoning is quite difficult. To accurately reason about fraction magnitudes, adults need to monitor what they know and what they do not know. However, little is known about which cues adults use to monitor fraction performance. Across two studies, we examined…
Descriptors: Fractions, Cues, Metacognition, Familiarity
Download full textFitzsimmons, Charles J.; Thompson, Clarissa A.; Sidney, Pooja G. – Grantee Submission, 2020
Understanding fraction magnitudes is especially important in daily life, but fraction reasoning is quite difficult. To accurately reason about fraction magnitudes, adults need to monitor what they know and what they do not know. However, little is known about which cues adults use to monitor fraction performance. Across two studies, we examined…
Descriptors: Fractions, Cues, Metacognition, Familiarity
Mielicki, Marta K.; Fitzsimmons, Charles J.; Woodbury, Lauren H.; Marshal, Hannah; Zhang, Dake; Rivera, Ferdinand D.; Thompson, Clarissa A. – Grantee Submission, 2021
Prior work exploring preschool-aged children's reasoning with repeating patterns has shown that patterning ability is an important predictor of math achievement; however, there is limited research exploring older children's growing pattern task performance. The current study tested whether presentation format impacts performance on growing pattern…
Descriptors: Elementary School Students, Mathematics Skills, Number Concepts, Word Problems (Mathematics)
Fitzsimmons, Charles J.; Thompson, Clarissa A.; Sidney, Pooja G. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
Understanding fraction magnitudes is important for achievement and in daily life. However, adults' fraction reasoning sometimes appears to reflect whole number bias and other times reflects accurate reasoning. In the current experiments, we examined how contextual factors and individual differences in executive functioning (Experiment 1),…
Descriptors: Fractions, Adults, Mathematical Logic, Knowledge Level
Fitzsimmons, Charles J.; Thompson, Clarissa A.; Sidney, Pooja G. – Grantee Submission, 2020
Understanding fraction magnitudes is important for achievement and in daily life. However, adults' fraction reasoning sometimes appears to reflect whole number bias and other times reflects accurate reasoning. In the current experiments, we examined how contextual factors and individual differences in executive functioning (Experiment 1),…
Descriptors: Fractions, Adults, Mathematical Logic, Knowledge Level
