Continuity in Representation Between Children and Adults: Arithmetic Knowledge Hinders Undergraduates' Algebraic Problem Solving

By Nicole M. McNeil, Bethany Rittle-Johnson, Shanta Hattikudur, L. Petersen. 2010

56 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/0f0cc2321e1fe8eab8295ac09e2c89c4d6175b1a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

1. Nicole M. McNeil

In Developmental and Educational Psychology

1. Nicole M. McNeil
2. Martha W. Alibali
3. Noelle M. Crooks

In Statistics and Probability

1. Nicole M. McNeil
2. Martha W. Alibali
3. Noelle M. Crooks

Citations in the corpus

• A Change–Resistance Account of Children's Difficulties Understanding Mathematical Equivalence (2014, background): “…previously, children in China do not extract operational patterns (Li et al., 2008), and undergraduates who attended elementary school in Asian countries do not solve mathematical equivalence problems incorrectly under speeded conditions, even after practicing arithmetic (McNeil et al., 2010).”