The DOI matches its Crossref record; 58 of the 58 references it cites were found in a registry or an index.
Why is learning fraction and decimal arithmetic so difficult?
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Citations
Cites
Conceptual and Procedural Knowledge in Mathematics: An Introductory Analysis
Hiebert, J. (2013) · doi:10.4324/9780203063538-6 · Cited by 1,015
Early Predictors of High School Mathematics Achievement
Siegler, R. S., Duncan, G. J., Davis-Kean, P. E., Duckworth, K., Claessens, A., Engel, M., Susperreguy, M. I., & Chen, M. (2012) · Psychological Science · doi:10.1177/0956797612440101 · Cited by 790
Self-citationAn integrated theory of whole number and fractions development
Siegler, R. S., Thompson, C. A., & Schneider, M. (2011) · Cognitive Psychology · doi:10.1016/j.cogpsych.2011.03.001 · Cited by 706
Self-citationNi, Y., & Zhou, Y.-D. (2005) · Educational Psychologist · doi:10.1207/s15326985ep4001_3 · Cited by 666
Prospective Elementary and Secondary Teachers' Understanding of Division
Ball, D. L. (1990) · Journal for Research in Mathematics Education · doi:10.2307/749140 · Cited by 543
The Role of Implicit Models in Solving Verbal Problems in Multiplication and Division
Fischbein, E., Deri, M., Nello, M. S., & Marino, M. S. (1985) · Journal for Research in Mathematics Education · doi:10.2307/748969 · Cited by 471
Fazio, L. K., Bailey, D. H., Thompson, C. A., & Siegler, R. S. (2014) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2014.01.013 · Cited by 448
Self-citationEffective Programs in Elementary Mathematics: A Best-Evidence Synthesis
Slavin, R. E., & Lake, C. (2008) · Review of Educational Research · doi:10.3102/0034654308317473 · Cited by 407
The development of mental arithmetic: A chronometric approach
Ashcraft, M. H. (1982) · Developmental Review · doi:10.1016/0273-2297(82)90012-0 · Cited by 391
Tirosh, D. (2000) · Journal for Research in Mathematics Education · doi:10.2307/749817 · Cited by 391
Cited by
Hillmayr, D., Ziernwald, L., Reinhold, F., Hofer, S. I., & Reiss, K. M. (2020) · Computers & Education · doi:10.1016/j.compedu.2020.103897 · Cited by 574
Theories of cognitive development: From Piaget to today
Barrouillet, P. (2015) · Developmental Review · doi:10.1016/j.dr.2015.07.004 · Cited by 170
Using Storytelling to Develop Fraction Concepts with Culturally and Linguistically Diverse Learners
Sum, E. S. W., Wong, M. K. Y., Yip, A. Y. T., & Seah, W. T. (2024) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-023-10388-5 · Cited by 7
Metadata
- Authors
- Lortie-Forgues, H., Tian, J., & Siegler, R. S.
- Venue
- Developmental Review
- Publisher
- Elsevier BV
- Published
- 2015-12
- Volume
- 38
- Pages
- 201-221
- ISSN
- 0273-2297 (ISSN-L)
- OpenAlex
- W1771752432
- Cited by
- 266
- References
- 58
- FWCI
- 8.47
- Type
- journal article
- Language
- en
- Open access
- closed
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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- CoChat. (2026). Citation check: Why is learning fraction and decimal arithmetic so difficult? https://app.cochat.ai/papers/10.1016/j.dr.2015.07.008
- The paper
- Lortie-Forgues, H., Tian, J., & Siegler, R. S. (2015). Why is learning fraction and decimal arithmetic so difficult? Developmental Review. https://doi.org/10.1016/j.dr.2015.07.008
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
