Lori A. Petersen

Benefits of Practicing 4 = 2 + 2: Nontraditional Problem Formats Facilitate Children’s Understanding of Mathematical Equivalence

Nicole M. McNeil, Emily R. Fyfe, Lori A. Petersen et al. · Child Development · 2011 · 95 citations

Mathematics Education, Cognitive Science, Arithmetic Problems +11

Effects of Perceptually Rich Manipulatives on Preschoolers' Counting Performance: Established Knowledge Counts

Lori A. Petersen, Nicole M. McNeil · Child Development · 2012 · 66 citations

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

Nicole M. McNeil, Bethany Rittle‐Johnson, Shanta Hattikudur et al. · Journal of Cognition and Development · 2010 · 52 citations

Problem-based Learning, Mathematics Education, Cognitive Science +15

It pays to be organized: Organizing arithmetic practice around equivalent values facilitates understanding of math equivalence.

Nicole M. McNeil, Dana L. Chesney, Percival G. Matthews et al. · Journal of Educational Psychology · 2012 · 43 citations

Mathematics Cognition, Educational Psychology, Arithmetic Fact Practice +19

Organization matters: Mental organization of addition knowledge relates to understanding math equivalence in symbolic form

Dana L. Chesney, Nicole M. McNeil, Percival G. Matthews et al. · Cognitive Development · 2014 · 28 citations

Math Equivalence, Concept Formation, Cognitive Science +10