2024
Viegut, A. A., Stephens, A. C., & Matthews, P. G. (2024). Unpacking the connections between fractions and algebra: The importance of fraction schemes and units coordination. Investigations in Mathematics Learning, 1-23.
2023
Viegut, A. A., & Matthews, P. G. (2023). Building fraction magnitude knowledge with number lines: Partitioning versus analogy. Developmental Psychology, 59(10), 1757.
Park, Y., Kalra, P., Binzak, J., Matthews, P. G., & Hubbard, E. M. (2023). Developmental Changes in Nonsymbolic and Symbolic Fractions Processing: A Cross-Sectional fMRI study.
2022
Donovan, A. M., Stephens, A., Alapala, B., Monday, A., Szkudlarek, E., Alibali, M. W., & Matthews, P. G. (2022). Is a substitute the same? Learning from lessons centering different relational conceptions of the equal sign. ZDM–Mathematics Education, 54(6), 1199-1213.
2021
Park, Y. & Matthews, P.G. (2021). Revisiting and refining relations between nonsymbolic ratio processing and symbolic math achievement. Journal of Numerical Cognition, 7(3), 328-350.
Thompson, C.A…Matthews, P.G…(in press) Math matters: A novel, brief educational intervention decreases whole number bias when reasoning about COVID-19. Journal of Experimental Psychology: Applied
Hubbard, E.M. & Matthews, P.G. (in press) The Number Sense Represents (Rational) Numbers (commentary). Behavioral and Brain Sciences.
Park, Y., Viegut, A.A., & Matthews, P.G. (2021). More than the Sum of its Parts: Exploring the Development of Ratio Magnitude vs. Simple Magnitude Perception. Developmental Science, 24(3), e13043.
2020
Fyfe, E. R., Matthews, P. G., & Amsel, E. (2020). College developmental math students’ knowledge of the equal sign. EDUCATIONAL STUDIES IN MATHEMATICS, 104(1), 65-85.
Kalra, P. B., Hubbard, E. M., & Matthews, P. G. (2020). Taking the relational structure of fractions seriously: Relational reasoning predicts fraction knowledge in elementary school children. Contemporary Educational Psychology, 62, 101896.
Kalra, P. B., Binzak, J. V., Matthews, P. G., & Hubbard, E. M. (2020). Symbolic fractions elicit an analog magnitude representation in school-age children. Journal of Experimental Child Psychology, 195, 104844.
2019
Meng, R., Matthews, P. G., & Toomarian, E. Y. (2019). The relational SNARC: Spatial representation of nonsymbolic ratios. Cognitive science, 43(8), e12778.
Chesney, D. L., & Matthews, P. G. (2018). Task constraints affect mapping from approximate number system estimates to symbolic numbers. Frontiers in psychology, 9, 1801.
Matthews, P. G., & Fuchs, L. S. (2020). Keys to the gate? Equal sign knowledge at second grade predicts fourth‐grade algebra competence. Child Development, 91(1), e14-e28.
2018
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. (2018). Natural Alternatives to Natural Number: The Case of Ratio. Journal of Numerical Cognition.
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.
2017
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.
2016
Matthews, P. G., & Hubbard, E. M. (2017). Making space for spatial proportions. Journal of learning disabilities, 50(6), 644-647.
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.
2015
Matthews, P. G. & Chesney, D. L. (2015). Fractions as percepts? Exploring cross-format distance effects for fractional magnitudes. Cognitive Psychology.
2014
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
2013
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.
2012
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(4), 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
2011
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.
2009
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.