Lisa K. Fazio

TL;DR: The authors examined relations between symbolic and non-symbolic numerical magnitude representations, between whole number and fraction representations, and between these representations and overall mathematics achievement in fifth graders, and found that the relation was much stronger for symbolic numbers.

TL;DR: A meta-analysis of 19 published studies indicated that relations between non-symbolic numerical magnitude knowledge and mathematics achievement are present but tend to be weak, especially beyond 6 years of age.

TL;DR: Contrary to prior suppositions, illusory truth effects occurred even when participants knew better, andMultinomial modeling demonstrated that participants sometimes rely on fluency even if knowledge is also available to them, demonstrating knowledge neglect, or the failure to rely on stored knowledge, in the face of fluent processing experiences.

TL;DR: This article examined the neural underpinnings of fraction understanding, developmental and individual differences in that understanding, and interventions that improve the understanding, concluding that accurate representation of fraction magnitudes emerges as crucial both to conceptual understanding of fractions and to fraction arithmetic.

TL;DR: The neural underpinnings of fraction understanding, developmental and individual differences in that understanding, and interventions that improve the understanding are examined.