Percival G. Matthews

Education · 2011–2017

A researcher in the Science corpus: 5 papers; trusts 25 researchers and is trusted by 2 researchers here, as inferred from the citation graph.

Subfields

• Education — 65 citations into it; #8,187 of 11,309 by trust here, #6,554 by citations
• Statistics and Probability — 52 citations into it; #10,861 of 12,932 by trust here, #7,165 by citations
• Developmental and Educational Psychology — 39 citations into it
• Experimental and Cognitive Psychology — 17 citations into it
• Management Science and Operations Research — 7 citations into it
• Artificial Intelligence — 5 citations into it

Whom Percival G. Matthews trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. Bethany Rittle-Johnson
2. Robert S. Siegler
3. Mark R. Wilson
4. T. P. Carpenter
5. M. J. Kolen
6. Nicole M. McNeil
7. Alexander Renkl
8. M. Franke
9. Eric J. Knuth
10. Martha W. Alibali

Who trusts Percival G. Matthews overall

1. Emily R. Fyfe
2. Bethany Rittle-Johnson

Papers from Percival G. Matthews's perspective

Ordered by how strongly the researchers Percival G. Matthews trusts endorse each paper. Same corpus, a different order for every researcher.

1. Emerging Minds: The Process of Change in Children's Thinking
2. Promoting transfer: effects of self-explanation and direct instruction.
3. Applying the Rasch Model: Fundamental Measurement in the Human Sciences
4. Constructing Measures: An Item Response Modeling Approach
5. The development of students’ understanding of the numerical value of fractions
6. Three aspects of cognitive development
7. Does Understanding the Equal Sign Matter? Evidence from Solving Equations
8. The Structure of Scientific Revolutions
9. The Structure of Scientific Revolutions
10. Instructional Aids to Support a Conceptual Understanding of Multiple Representations.

Their papers

• Assessing Knowledge of Mathematical Equivalence: A Construct-Modeling Approach. (2011) — 171 citations
• How to make ‘more’ better? Principles for effective use of multiple representations to enhance students’ learning about fractions (2017) — 71 citations
• Neurocognitive Architectures and the Nonsymbolic Foundations of Fractions Understanding (2016) — 55 citations
• A specific misconception of the equal sign acts as a barrier to children's learning of early algebra☆ (2015) — 85 citations
• Measure for Measure: what Combining Diverse Measures Reveals About Children's Understanding of the Equal Sign as an Indicator of Mathematical Equality (2012) — 127 citations