{"id":11,"date":"2012-11-30T07:16:36","date_gmt":"2012-11-30T07:16:36","guid":{"rendered":"https:\/\/web.education.wisc.edu\/pmatthews\/?page_id=11"},"modified":"2024-05-02T18:51:19","modified_gmt":"2024-05-02T18:51:19","slug":"publications","status":"publish","type":"page","link":"https:\/\/web.education.wisc.edu\/pmatthews\/?page_id=11","title":{"rendered":"Selected Publications & Presentations"},"content":{"rendered":"

Selected Presentations & Publications<\/strong><\/p>\n

Matthews, P.G. & Fuchs, L.S. (in press). Keys to the gate? Equal sign knowledge at 2nd grade predicts 4th grade algebra competence.\u00a0Child Development.<\/em><\/p>\n

Matthews<\/span>, P. G. & Ellis, A. B. (2018). <\/span>Natural alternatives to natural number: The case of ratio. <\/span>Journal of Numerical Cognition<\/span><\/a><\/p>\n

Chesney, D. L., & Matthews, P. G. (2018). Task constraints affect mapping from approximate number system estimates to symbolic numbers. Frontiers in Psychology<\/span><\/a><\/p>\n

Matthews, P. G. & Ellis, A. B. (accepted). Natural Alternatives to Natural Number: The Case of Ratio. Journal of Numerical Cognition.<\/em><\/a><\/p>\n

McCaffrey, T. & Matthews, P. G. (2017). An Emoji is Worth a Thousand Variables. The Mathematics Teacher.<\/em><\/a><\/p>\n

Rau, M. A., & Matthews, P. G. (2017). How to make \u2018more\u2019 better? Principles for effective use of multiple representations to enhance students\u2019 learning about fractions. ZDM, 1-14. doi: 10.1007\/s11858-017-0846-8<\/a><\/p>\n

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.<\/a><\/p>\n

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.<\/a><\/p>\n

Matthews<\/strong>, P.G., & Hubbard, E. M. (2016). Making space for spatial proportions: Commentary for special issue. Journal of Learning Disabilities. <\/em><\/p>\n

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.<\/a><\/p>\n

Lewis, M. R., & Matthews, P. G. Fractions we can\u2019t ignore: The ratio congruity effect. Cognitive Science.<\/a><\/p>\n

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.<\/a><\/p>\n

SRCD 2015 poster<\/a><\/p>\n

M<\/a>atthews, P. G. & Chesney, D. L. (2015). Fractions as percepts? Exploring cross-format distance effects for fractional magnitudes. <\/a>Cognitive Psychology.<\/a><\/p>\n

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\u00a0addition knowledge relates to understanding math equivalence in symbolic form. Cognitive Development<\/em>, 30, 30-46.<\/a><\/p>\n

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<\/a><\/p>\n

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<\/em>, 1-8.<\/a><\/p>\n

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<\/em>, 104<\/em>, 1109.<\/p>\n

Matthews, P.G., Rittle-Johnson, B., McEldoon, K., & Taylor, R.T. (2012). Measure for<\/span>
\n Measure: What Combining Diverse Measures Reveals about Children\u2019s Understanding of the Equal Sign as an Indicator of Mathematical Equality. Journal for Research in Mathematics Education, 43, <\/em>316-350<\/span><\/p>\n

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,<\/em> 85-104.<\/a><\/span><\/p>\n

Matthews, P.G. & Chesney, D.L. (2011) Straightening Up: Number Line Estimates Shift from Log to Linear with Additional Information. In L. Carlson, C. H\u00f6lscher, & T. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society<\/em> (pp. 1936-1941). Boston, MA: Cognitive Science Society.<\/a><\/span><\/p>\n

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<\/em>, 1-21.<\/a><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

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…<\/p>\n","protected":false},"author":152,"featured_media":0,"parent":0,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-11","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/web.education.wisc.edu\/pmatthews\/index.php?rest_route=\/wp\/v2\/pages\/11","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/web.education.wisc.edu\/pmatthews\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/web.education.wisc.edu\/pmatthews\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/web.education.wisc.edu\/pmatthews\/index.php?rest_route=\/wp\/v2\/users\/152"}],"replies":[{"embeddable":true,"href":"https:\/\/web.education.wisc.edu\/pmatthews\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=11"}],"version-history":[{"count":0,"href":"https:\/\/web.education.wisc.edu\/pmatthews\/index.php?rest_route=\/wp\/v2\/pages\/11\/revisions"}],"wp:attachment":[{"href":"https:\/\/web.education.wisc.edu\/pmatthews\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=11"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}