Publications

Refereed Journal Articles

Purpura, D. J., O’Rear, C. D., Ellis, A., Logan, J. A. R., King, Y. A., Westerberg, L., Cosso, J., Zippert, E., Napoli, A. R., Hornburg, C. B., Schmitt, S. A., & Dobbs-Oates, J. (accepted, Stage 1 In-Principle Acceptance of Registered Report). Unique and combined effects of mathematical language and numeracy instruction within a picture book intervention. Journal of Educational Psychology.


Lee, J.-E., Hornburg, C. B., Chan, J. Y., & Ottmar, E. (accepted). Perceptual and number effects on students’ initial solution strategies in an interactive online mathematics game. Journal of Numerical Cognition.

Hornburg, C. B., Devlin, B. L., & McNeil, N. M. (2021). Earlier understanding of mathematical equivalence in elementary school predicts greater algebra readiness in middle school. Journal of Educational Psychology. Advance online publication. [Pre-proof]

Hornburg, C. B., Borriello, G. A., Kung, M., Lin, J., Litkowski, E., Cosso, J., Ellis, A., King, Y., Zippert, E., Cabrera, N. J., Davis-Kean, P., Eason, S. H., Hart, S. A., Iruka, I. U., LeFevre, J.-A., Simms, V., Susperreguy, M. I., Cahoon, A., Chan, W. W. L., Cheung, S. K., Coppola, M., De Smedt, B., Elliott, L., Estévez-Pérez, N., Gallagher-Mitchell, T., Gardner-Neblett, N., Gilmore, C., Leyva, D., Maloney, E. A., Manolitsis, G., Melzi, G., Mutaf-Yıldız, B., Nelson, G., Niklas, F., Pan, Y., Ramani, G. B., Skwarchuk, S.-L., Sonnenschein S., & Purpura, D. J. (2021). Next directions in measurement of the home mathematics environment: An international and interdisciplinary perspective. Journal of Numerical Cognition, 7(2), 195-220. [LINK]


Purpura, D. J., Schmitt, S. A., Napoli, A. R., Dobbs-Oates, J., King, Y. A., Hornburg, C. B., Westerberg, L., Borriello, G. A., Bryant, L., Anaya, L. Y., Kung, M., Litkowski, E., Lin, J., & Rolan, E. (2021). Engaging caregivers and children in picture books: A family-implemented mathematical language intervention. Journal of Educational Psychology. Advance online publication. [LINK]


Hornburg, C. B., Brletic-Shipley, H., Matthews, J. M., & McNeil, N. M. (2021). Improving understanding of mathematical equivalence. Mathematics Teacher: Learning and Teaching PreK-12, 114, 16-26. [LINK] [Pre-proof]


Purpura, D. J., King, Y. A., Rolan, E., Hornburg, C. B., Schmitt, S. A., Hart, S. A., & Ganley, C. M. (2020). Examining the factor structure of the home mathematics environment to delineate its role in predicting preschool numeracy, mathematical language, and spatial skills. Frontiers in Psychology, 11, 1925. [LINK]


Gaylord, S. M., O’Rear, C. D., Hornburg, C. B., & McNeil, N. M. (2020). Preferences for tactile and narrative counting books across parents with different education levels. Early Childhood Research Quarterly, 50, 29-39. [LINK]


McNeil, N. M., Hornburg, C. B., Brletic-Shipley, H., & Matthews, J. M. (2019). Improving children’s understanding of mathematical equivalence via an intervention that goes beyond nontraditional arithmetic practice. Journal of Educational Psychology, 111, 1023-1044. [LINK]


McNeil, N. M., Hornburg, C. B., Devlin, B. L., Carrazza, C., & McKeever, M. O. (2019). Consequences of individual differences in children’s formal understanding of mathematical equivalence. Child Development, 90, 940-956. [LINK]


Hornburg, C. B., Schmitt, S. A., & Purpura, D. J. (2018). Relations between preschoolers’ mathematical language understanding and specific numeracy skills. Journal of Experimental Child Psychology, 176, 84-100. [LINK]


Hornburg, C. B., Wang, L., & McNeil, N. M. (2018). Comparing meta-analysis and individual person data analysis using raw data on children’s understanding of equivalence. Child Development, 89, 1983-1995. [LINK]


Hornburg, C. B., Rieber, M. L., & McNeil, N. M. (2017). An integrative data analysis of gender differences in children’s understanding of mathematical equivalence. Journal of Experimental Child Psychology, 163, 140-150. [LINK]


Fuhs, M. W., Hornburg, C. B., & McNeil, N. M. (2016). Specific early number skills mediate the association between executive functioning skills and mathematics achievement. Developmental Psychology, 52, 1217-1235. [LINK]


Byrd, C. E., McNeil, N. M., Chesney, D. L., & Matthews, P. G. (2015). A specific misconception of the equal sign acts as a barrier to children’s learning of early algebra. Learning and Individual Differences, 38, 61-67. [LINK]


Chesney, D. L., McNeil, N. M., Matthews, P. G., Byrd, C. E., Petersen, L. A., Wheeler, M. C., Fyfe, E. M., & Dunwiddie, A. E. (2014). Organization matters: Mental organization of addition knowledge relates to understanding math equivalence in symbolic form. Cognitive Development, 30, 30-46. [LINK]

Book Chapters & Refereed Publications in Proceedings

Silla, E. M., Hornburg, C. B., Kloser, M., & McNeil, N. M. (2020). Research-based teaching practices for improving students’ understanding of mathematical equivalence have not made it into elementary classrooms. In S. Denison, M. Mack, Y. Xu, & B. C. Armstrong (Eds.), Proceedings of the 42nd Annual Conference of the Cognitive Science Society (pp. 2937-2943). Austin, TX: Cognitive Science Society. [PDF]

Johannes, K., Davenport, J., Kao, Y., Hornburg, C. B., & McNeil, N. M. (2017). Promoting children’s relational understanding of equivalence. In G. Gunzelmann, A. Howes, T. Tenbrink, & E. Davelaar (Eds.), Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 600-605). Austin, TX: Cognitive Science Society. [PDF]

McNeil, N. M., Hornburg, C. B., Fuhs, M. W., & O’Rear, C. D. (2017). Understanding children’s difficulties with mathematical equivalence. In D. C. Geary, D. B. Berch, R. Ochsendorf, & K. Mann Koepke (Eds.), Mathematical cognition and learning: Vol. 3. Acquisition of complex arithmetic skills and higher-order mathematics concepts (pp. 167-195). San Diego, CA: Elsevier Academic Press. [LINK]

Byrd, C. E., McNeil, N. M., D’Mello, S. K, & Cook, S. W. (2014). Gesturing may not always make learning last. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.) Proceedings of the 36th Annual Conference of the Cognitive Science Society (pp. 1982-1987). Austin, TX: Cognitive Science Society. [PDF]