Selected Publications & Presentations

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.

Matthews, P. G. & Ellis, A. B. (2018). Natural alternatives to natural number: The case of ratio. Journal of Numerical Cognition

Chesney, D. L., & Matthews, P. G. (2018). Task constraints affect mapping from approximate number system estimates to symbolic numbers. Frontiers in Psychology

Matthews, P. G. & Ellis, A. B. (accepted). Natural Alternatives to Natural Number: The Case of Ratio. Journal of Numerical Cognition.

McCaffrey, T. & Matthews, P. G. (2017). An Emoji is Worth a Thousand Variables. The Mathematics Teacher.

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

Sidney, P. G., Thompson, C. A., Matthews, P. G. & Hubbard, E. M. (2017). From continuous magnitudes to symbolic numbers: The centrality of ratio. Behavioral and Brain Sciences.

Fyfe, E. R., Matthews, P. G., Amsel, E., McEldoon, K. L., and McNeil, N. M. (2018). Knowledge of math equivalence beyond elementary school. Journal of Educational Psychology.

Matthews, P.G., & Hubbard, E. M. (2016). Making space for spatial proportions: Commentary for special issue. Journal of Learning Disabilities.

Hubbard, E., Matthews, P., & Samek, A. (2016). Using online compound interest tools to improve financial literacy. The Journal of Economic Education, 47(2), 106-120.

Lewis, M. R., & Matthews, P. G. Fractions we can’t ignore: The ratio congruity effect. Cognitive Science.

Matthews, P. G., Lewis, M. R., & Hubbard, E. M. (2016). Individual Differences in Nonsymbolic Ratio Processing Predict Symbolic Math Performance. Psychological science, 27(2), 191-202.

SRCD 2015 poster

Matthews, P. G. & Chesney, D. L. (2015). Fractions as percepts? Exploring cross-format distance effects for fractional magnitudes. Cognitive Psychology.

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.

Matthews, P.G. & Rittle-Johnson, B. (2009). In Pursuit of Knowledge: Comparing Self-explanations, Concepts, and Procedures as Pedagogical Tools. Journal of Experimental Child Psychology, 104, 1-21.