Matthews, P.G. & Fuchs, L.S. (in press). Keys to the gate? Equal sign knowledge at 2nd grade predicts 4th grade algebra competence. Child Development.
Rau, M. A., & Matthews, P. G. (2017). How to make ‘more’ better? Principles for effective use of multiple representations to enhance students’ learning about fractions. ZDM, 1-14. doi: 10.1007/s11858-017-0846-8
Matthews, P.G., & Hubbard, E. M. (2016). Making space for spatial proportions: Commentary for special issue. Journal of Learning Disabilities.
Chesney, D. L., McNeil, N. M., Matthews, P. G., Byrd, C. E., Petersen, L. A., Wheeler, M. C, … & Dunwiddie, A. E. (2014). Organization matters: Mental organization to addition knowledge relates to understanding math equivalence in symbolic form. Cognitive Development, 30, 30-46.
Matthews, P.G., Chesney, D.L., McNeil, N.M. (2014). Are Fractions Natural Numbers Too? In M. Bello P., Guarini M., McShane M. & Scassellati B. (Eds.) Proceedings of the 26th Annual Conference of the Cognitive Science Society (pp. 982-987). Austin, TX: Cognitive Science Society
Chesney, D. L., & Matthews, P. G. (2013). Knowledge on the line: Manipulating beliefs about the magnitudes of symbolic numbers affects the linearity of line estimation tasks. Psychonomic Bulletin & Review, 1-8.
McNeil, N. M., Chesney, D. L., Matthews, P. G., Fyfe, E. R., Petersen, L. A., Dunwiddie, A. E., & Wheeler, M. C. (2012). It pays to be organized: Organizing arithmetic practice around equivalent values facilitates understanding of math equivalence. Journal of Educational Psychology, 104, 1109.
Matthews, P.G., Rittle-Johnson, B., McEldoon, K., & Taylor, R.T. (2012). Measure: What Combining Diverse Measures Reveals about Children’s Understanding of the Equal Sign as an Indicator of Mathematical Equality. Journal for Research in Mathematics Education, 43, 316-350
Rittle-Johnson, B., Matthews, P.G., Taylor, R.S., & McEldoon, K. (2011). Assessing Knowledge of Mathematical Equivalence: A Construct Modeling Approach. Journal of Educational Psychology, 103, 85-104.
Matthews, P.G. & Chesney, D.L. (2011) Straightening Up: Number Line Estimates Shift from Log to Linear with Additional Information. In L. Carlson, C. Hölscher, & T. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 1936-1941). Boston, MA: Cognitive Science Society.