Tracking fraction knowledge development using grade-appropriate assessments.
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| Title: | Tracking fraction knowledge development using grade-appropriate assessments. |
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| Authors: | Starling-Alves I; Department of Educational Psychology, University of Nebraska Lincoln, United States. Electronic address: istarlingalves2@unl.edu., Liao X; Department of Educational and Counselling Psychology, and Special Education, The University of British Columbia, Canada., Huang Q; Department of Educational Studies, Purdue University, United States., Bolt DM; Department of Educational Psychology, University of Wisconsin-Madison, United States., Hubbard EM; Department of Educational Psychology, University of Wisconsin-Madison, United States., Matthews PG; Department of Educational Psychology, University of Wisconsin-Madison, United States. |
| Source: | Journal of experimental child psychology [J Exp Child Psychol] 2026 Jun; Vol. 266, pp. 106488. Date of Electronic Publication: 2026 Feb 25. |
| Publication Type: | Journal Article |
| Journal Info: | Publisher: Academic Press Country of Publication: United States NLM ID: 2985128R Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1096-0457 (Electronic) Linking ISSN: 00220965 NLM ISO Abbreviation: J Exp Child Psychol Subsets: MEDLINE |
| Database: | MEDLINE Ultimate |
| ISSN: | 1096-0457 |
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| DOI: | 10.1016/j.jecp.2026.106488 |
