Publications

Center Publications

Fuchs, L.S., Schumacher, R.F., Long, J., Namkung, J., Hamlett, C.L., Cirino, P.T., Jordan, N.C., Siegler, R.S., Gersten, R., Changas, P., (in press).  Improving At-Risk Learners’ Understanding of Fractions.  Journal of Educational Psychology.

Vukovic, R., Fuchs, L.S., Geary, D.C., Jordan, N.C., Gersten, R., Siegler, R.  (manuscript submitted for publication). Sources of Individual Differences in Children’s Understanding of Fractions.

Fuchs, L.S., Schumacher, R.F., Long, J., Namkung, J., Malone, A., Hamlett, C.L., Jordan, N.C., Gersten, R., Siegler, R.S., Changas, P. (manuscript submitted for publication).  Does Working Memory Moderate the Effects of Fraction Intervention?  An Aptitude-Treatment Interaction.

Jordan, N.C., Hansen, N., Fuchs, L.S., Siegler, R.S., Gersten, R. & Micklos, D.  (2013, March 15).  Developmental predictors of fraction concepts and fraction procedures.  Journal of Experimental Child Psychology.  doi:dx.doi.org/10.1016/j.jecp.2013.02.001 

Siegler, R. S.,& Pyke, A. A. (2012, December 17). Developmental and individual differences in understanding of fractions. Developmental Psychology.  Advance online publication doi: 10.1037/a0031200

 
Relevant Publications
Shellenbarger, S. (2013, September 25). Why Are Fractions Key to Future Math Success? The Wall Street Journal.
Sparks, S.(2013, July 18). Federal Research Suggests New Approach to Teaching Fractions.  Education Week
Seethaler, P. M., Fuchs, L. S., Star, J. R., & Bryant, J. R. (2011). The cognitive predictors of computational skill with whole versus rational numbers: An exploratory study. Learning and Individual Differences, 21 (5), 536–542. doi:10.1016/j.lindif.2011.05.002
Opfer, J. E., & Siegler, R. S. (2012). Development of quantitative thinking. In K. Holyoak & R. Morrison (Eds.), Oxford handbook of thinking and reasoning. Cambridge, pp. 585-605, UK: Oxford University Press.

Ramini, G.B., & Siegler, R.S., How Informal Learning Activities Can Promote Children’s Numerical Knowledge (in press).  Oxford Handbook

Siegler, R. S., Fazio, L. K., Bailey, D. H., & Zhou, X. (2013). Fractions: The new frontier for theories of numerical development. Trends in Cognitive Science, 17, 13-19. 

Siegler, R. S., Duncan, G. J., Davis-Kean, P. E., Duckworth, K., Claessens, A., Engel, M., Susperreguy, M. I., & Chen, M. (2012). Early predictors of high school mathematics achievement. Psychological Science, 23, 691-697. DOI: 10.1177/0956797612440101.

 Siegler, R. S. (2012). From theory to application and back: Following in the giant footsteps of David Klahr. In S. M. Carver & J. Shrager (Eds.), The journey from child to scientist: Integrating cognitive development and the education sciences (pp. 17-36). Sage Press.

 Fazio, L. & Siegler, R.S. (in press).  Teaching fractions.  Educational practices series, International Academy of Education – International Bureau of Education.  http://www.ibe.unesco.org/fileadmin/user_upload/Publications/Educational_Practices/EdPractices_22.pdf