Attending to what’s important: what heat maps may reveal about attention, inhibitory control, and fraction arithmetic performance von Godwin, Karrie E., Thompson, Clarissa A., Kaur, Freya, Iwai, Yuika, Fitzsimmons, Charles J., Taber, Jennifer M.

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Do Adults Treat Equivalent Fractions Equally? Adults' Strategies and Errors During Fraction Reasoning von Fitzsimmons, Charles J, Thompson, Clarissa A, Sidney, Pooja G

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Math predictors of numeric health and non-health decision-making problems von Thompson, Clarissa A., Taber, Jennifer M., Fitzsimmons, Charles J., Sidney, Pooja G.

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From Integers to Fractions: The Role of Analogy in Developing a Coherent Understanding of Proportional Magnitude von Yu, Shuyuan, Kim, Dan, Fitzsimmons, Charles J., Mielicki, Marta K., Thompson, Clarissa A., Opfer, John E.

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Can feedback, correct, and incorrect worked examples improve numerical magnitude estimation precision? von Fitzsimmons, Charles J., Morehead, Kayla, Thompson, Clarissa A., Buerke, Morgan, Dunlosky, John

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Perceptions of ease and difficulty, but not growth mindset, relate to specific math attitudes von Mielicki, Marta K., Schiller, Lauren K., Fitzsimmons, Charles J., Scheibe, Daniel, Thompson, Clarissa A.

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Gender differences in confidence during number-line estimation von Rivers, Michelle L., Fitzsimmons, Charles J., Fisk, Susan R., Dunlosky, John, Thompson, Clarissa A.

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Impacts of number lines and circle visual displays on caregivers’ fraction understanding von Scheibe, Daniel A., Wyatt, Lauren, Fitzsimmons, Charles J., Mielicki, Marta K., Schiller, Lauren K., Thompson, Clarissa A.

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Confident or familiar? The role of familiarity ratings in adults’ confidence judgments when estimating fraction magnitudes von Fitzsimmons, Charles J., Thompson, Clarissa A., Sidney, Pooja G.

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Why is monitoring accuracy so poor in number line estimation? The importance of valid cues and systematic variability for U.S. college students von Fitzsimmons, Charles J., Thompson, Clarissa A.

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Task Features Change the Relation Between Math Anxiety and Number Line Estimation Performance With Rational Numbers: Two Large-Scale Online Studies von Mielicki, Marta K., Wilkey, Eric D., Scheibe, Daniel A., Fitzsimmons, Charles J., Sidney, Pooja G., Bellon, Elien, Ribner, Andrew D., Soltanlou, Mojtaba, Starling-Alves, Isabella, Coolen, Ilse, Ansari, Daniel, Thompson, Clarissa A.

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Leveraging Math Cognition to Combat Health Innumeracy von Thompson, Clarissa A., Mielicki, Marta K., Rivera, Ferdinand, Fitzsimmons, Charles J., Scheibe, Daniel A., Sidney, Pooja G., Schiller, Lauren K., Taber, Jennifer M., Waters, Erika A.

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Number Lines Can Be More Effective at Facilitating Adults' Performance on Health-Related Ratio Problems Than Risk Ladders and Icon Arrays von Mielicki, Marta K., Fitzsimmons, Charles J., Schiller, Lauren K., Scheibe, Dan, Taber, Jennifer M., Sidney, Pooja G., Matthews, Percival G., Waters, Erika A., Coifman, Karin G., Thompson, Clarissa A.

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Math Matters: A Novel, Brief Educational Intervention Decreases Whole Number Bias When Reasoning About COVID-19 von Thompson, Clarissa A., Taber, Jennifer M., Sidney, Pooja G., Fitzsimmons, Charles J., Mielicki, Marta K., Matthews, Percival G., Schemmel, Erika A., Simonovic, Nicolle, Foust, Jeremy L., Aurora, Pallavi, Disabato, David J., Seah, T. H. Stanley, Schiller, Lauren K., Coifman, Karin G.

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Students' Ability to Calculate Their Final Course Grade May Not Be as Easy as You Think: Insights From Mathematical Cognition von Thompson, Clarissa A., Fitzsimmons, Charles J., Scheibe, Daniel A.

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Confidence in COVID problem solving: What factors predict adults’ item-level metacognitive judgments on health-related math problems before and after an educational intervention? von Scheibe, Daniel A., Fitzsimmons, Charles J., Mielicki, Marta K., Taber, Jennifer M., Sidney, Pooja G., Coifman, Karin, Thompson, Clarissa A.

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Visual display size and shape impact the accuracy of US adults' health‐risk estimates von Fitzsimmons, Charles J., Woodbury, Lauren, Taber, Jennifer M., Schiller, Lauren K., Mielicki, Marta K., Sidney, Pooja G., Coifman, Karin G., Thompson, Clarissa A.

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Number lines influence grade calculations, and grading scales influence perceptions and misconceptions von Scheibe, Daniel A., Fitzsimmons, Charles J., Thompson, Clarissa A.

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Worked Examples and Number Lines Improve U.S. Adults' Understanding of Health Risks as Ratios von Fitzsimmons, Charles J., Sidney, Pooja G., Mielicki, Marta K., Schiller, Lauren K., Scheibe, Daniel A., Taber, Jennifer M., Matthews, Percival G., Waters, Erika A., Coifman, Karin G., Thompson, Clarissa A.

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Parental math anxiety is associated with negative emotional activation during hypothetical health decision making von Meanor, Alyvia, Scheibe, Daniel A., Fitzsimmons, Charles J., Taber, Jennifer M., Woodbury, Lauren H., Thompson, Clarissa A.

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