### 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.