Development of Fraction Comparison Strategies: A Latent Transition Analysis von Rinne, Luke F., Ye, Ai, Jordan, Nancy C.

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Knowing right from wrong in mental arithmetic judgments: calibration of confidence predicts the development of accuracy von Rinne, Luke F, Mazzocco, Michèle M M

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Development of Arithmetic Fluency: A Direct Effect of Reading Fluency? von Rinne, Luke F., Ye, Ai, Jordan, Nancy C.

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Inferring Uncertainty from Interval Estimates: Effects of Alpha Level and Numeracy von Rinne, Luke F., Mazzocco, Michèle M. M.

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Children's Reasoning About Decimals and Its Relation to Fraction Learning and Mathematics Achievement von Resnick, Ilyse, Rinne, Luke, Barbieri, Christina, Jordan, Nancy C.

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A Fraction Sense Intervention for Sixth Graders With or At Risk for Mathematics Difficulties von Dyson, Nancy I., Jordan, Nancy C., Rodrigues, Jessica, Barbieri, Christina, Rinne, Luke

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Pathways to fraction learning: Numerical abilities mediate the relation between early cognitive competencies and later fraction knowledge von Ye, Ai, Resnick, Ilyse, Hansen, Nicole, Rodrigues, Jessica, Rinne, Luke, Jordan, Nancy C.

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The Effects of Arts Integration on Long-Term Retention of Academic Content von Hardiman, Mariale, Rinne, Luke, Yarmolinskaya, Julia

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Uncanny sums and products may prompt “wise choices”: Semantic misalignment and numerical judgments von Brown, Ethan C., Mazzocco, Michèle M. M., Rinne, Luke F., Scanlon, Noah S.

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Building creative thinking in the classroom: From research to practice von Gregory, Emma, Hardiman, Mariale, Yarmolinskaya, Julia, Rinne, Luke, Limb, Charles

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Neuroethics, Neuroeducation, and Classroom Teaching: Where the Brain Sciences Meet Pedagogy von Hardiman, Mariale, Rinne, Luke, Gregory, Emma, Yarmolinskaya, Julia

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Co-development of fraction magnitude knowledge and mathematics achievement from fourth through sixth grade von Hansen, Nicole, Rinne, Luke, Jordan, Nancy C., Ye, Ai, Resnick, Ilyse, Rodrigues, Jessica

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Magnitude, numerosity, and development of number: Implications for mathematics disabilities von Jordan, Nancy C., Rinne, Luke, Resnick, Ilyse M.

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Why Arts Integration Improves Long-Term Retention of Content von Rinne, Luke, Gregory, Emma, Yarmolinskaya, Julia, Hardiman, Mariale

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Persistent consequences of atypical early number concepts von Mazzocco, Michèle M M, Murphy, Melissa M, Brown, Ethan C, Rinne, Luke, Herold, Katherine H

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Inferring uncertainty from interval estimates: Effects of alpha level and numeracy von Luke F. Rinne, Michèle M. M. Mazzocco

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How Post-secondary Journalism Educators Teach Advanced CAR Data Analysis Skills in the Digital Age von Yarnall, Louise, Johnson, J.T., Rinne, Luke, Ranney, Michael Andrew

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How Post-secondary Journalism Educators Teach Advanced CAR Data Analysis Skills in the Digital Age1 von Yarnall, Louise, Johnson, J T, Rinne, Luke, Ranney, Michael Andrew

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Children's Reasoning about Decimals and Its Relation to Fraction Learning and Mathematics Achievement von Resnick, Ilyse, Rinne, Luke, Barbieri, Christina, Jordan, Nancy C

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A Fraction Sense Intervention for Sixth Graders with or at Risk for Mathematics Difficulties von Dyson, Nancy I, Jordan, Nancy C, Barbieri, Christina A, Rodrigues, Jessica, Rinne, Luke

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