Nicole M. McNeil
Citat de
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Does understanding the equal sign matter? Evidence from solving equations
EJ Knuth, AC Stephens, NM McNeil, MW Alibali
Journal for research in Mathematics Education 37 (4), 297-312, 2006
Middle school students' understanding of core algebraic concepts: Equivalence & Variable1
EJ Knuth, MW Alibali, NM McNeil, A Weinberg, AC Stephens
Zentralblatt für Didaktik der Mathematik 37 (1), 68-76, 2005
Concreteness fading in mathematics and science instruction: A systematic review
ER Fyfe, NM McNeil, JY Son, RL Goldstone
Educational psychology review 26, 9-25, 2014
ANS acuity and mathematics ability in preschoolers from low‐income homes: Contributions of inhibitory control
MW Fuhs, NM McNeil
Developmental science 16 (1), 136-148, 2013
Why won't you change your mind? Knowledge of operational patterns hinders learning and performance on equations
NM McNeil, MW Alibali
Child development 76 (4), 883-899, 2005
When theories don't add up: disentangling the manipulatives debate
N McNeil, L Jarvin
Theory into practice 46 (4), 309-316, 2007
Middle-school students' understanding of the equal sign: The books they read can't help
NM McNeil, L Grandau, EJ Knuth, MW Alibali, AC Stephens, S Hattikudur, ...
Cognition and instruction 24 (3), 367-385, 2006
Should you show me the money? Concrete objects both hurt and help performance on mathematics problems
NM McNeil, DH Uttal, L Jarvin, RJ Sternberg
Learning and instruction 19 (2), 171-184, 2009
The role of gesture in children's comprehension of spoken language: Now they need it, now they don't
NM McNeil, MW Alibali, JL Evans
Journal of Nonverbal Behavior 24, 131-150, 2000
Knowledge change as a function of mathematics experience: All contexts are not created equal
NM McNeil, MW Alibali
Journal of cognition and development 6 (2), 285-306, 2005
A longitudinal examination of middle school students' understanding of the equal sign and equivalent equations
MW Alibali, EJ Knuth, S Hattikudur, NM McNeil, AC Stephens
Mathematical Thinking and learning 9 (3), 221-247, 2007
“Concreteness fading” promotes transfer of mathematical knowledge
NM McNeil, ER Fyfe
Learning and Instruction 22 (6), 440-448, 2012
You'll see what you mean: Students encode equations based on their knowledge of arithmetic
NM McNeil, MW Alibali
Cognitive science 28 (3), 451-466, 2004
Using concreteness in education: Real problems, potential solutions
MC Brown, NM McNeil, AM Glenberg
Child development perspectives 3 (3), 160-164, 2009
U-shaped development in math: 7-year-olds outperform 9-year-olds on equivalence problems.
NM McNeil
Developmental Psychology 43 (3), 687, 2007
Benefits of “concreteness fading” for children's mathematics understanding
ER Fyfe, NM McNeil, S Borjas
Learning and Instruction 35, 104-120, 2015
Limitations to teaching children 2+ 2= 4: Typical arithmetic problems can hinder learning of mathematical equivalence
NM McNeil
Child Development 79 (5), 1524-1537, 2008
Rethinking the use of concrete materials in learning: Perspectives from development and education
NM McNeil, DH Uttal
Child development perspectives 3 (3), 137-139, 2009
Benefits of practicing 4= 2+ 2: Nontraditional problem formats facilitate children’s understanding of mathematical equivalence
NM McNeil, ER Fyfe, LA Petersen, AE Dunwiddie, H Brletic‐Shipley
Child development 82 (5), 1620-1633, 2011
Divergence of verbal expression and embodied knowledge: Evidence from speech and gesture in children with specific language impairment
JL Evans, MW Alibali, NM McNeil
Language and Cognitive processes 16 (2-3), 309-331, 2001
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