Nicole M. McNeil
Nicole M. McNeil
Verified email at nd.edu
Title
Cited by
Cited by
Year
Does understanding the equal sign matter? Evidence from solving equations
EJ Knuth, AC Stephens, NM McNeil, MW Alibali
Journal for research in Mathematics Education 37 (4), 297-312, 2006
5822006
Middle school students' understanding of core algebraic concepts: Equivalence & variable 1
EJ Knuth, MW Alibali, NM McNeil, A Weinberg, AC Stephens
Zentralblatt für Didaktik der Mathematik 37 (1), 68-76, 2005
3352005
Why won't you change your mind? Knowledge of operational patterns hinders learning and performance on equations
NM McNeil, MW Alibali
Child development 76 (4), 883-899, 2005
3322005
ANS acuity and mathematics ability in preschoolers from low‐income homes: Contributions of inhibitory control
MW Fuhs, NM McNeil
Developmental science 16 (1), 136-148, 2013
3152013
When theories don't add up: disentangling he manipulatives debate
N McNeil, L Jarvin
Theory into practice 46 (4), 309-316, 2007
2642007
Concreteness fading in mathematics and science instruction: A systematic review
ER Fyfe, NM McNeil, JY Son, RL Goldstone
Educational psychology review 26 (1), 9-25, 2014
2532014
Middle-school students' understanding of the equal sign: The books they read can't help
NM McNeil, L Grandau, EJ Knuth, MW Alibali, AC Stephens, S Hattikudur, ...
Cognition and instruction 24 (3), 367-385, 2006
2292006
Should you show me the money? Concrete objects both hurt and help performance on mathematics problems
NM McNeil, DH Uttal, L Jarvin, RJ Sternberg
Learning and instruction 19 (2), 171-184, 2009
2192009
The role of gesture in children's comprehension of spoken language: Now they need it, now they don't
NM McNeil, MW Alibali, JL Evans
Journal of Nonverbal Behavior 24 (2), 131-150, 2000
1992000
Knowledge change as a function of mathematics experience: All contexts are not created equal
NM McNeil, MW Alibali
Journal of cognition and development 6 (2), 285-306, 2005
1872005
You'll see what you mean: Students encode equations based on their knowledge of arithmetic
NM McNeil, MW Alibali
Cognitive science 28 (3), 451-466, 2004
1642004
A longitudinal examination of middle school students' understanding of the equal sign and equivalent equations
MW Alibali, EJ Knuth, S Hattikudur, NM McNeil, AC Stephens
Mathematical Thinking and learning 9 (3), 221-247, 2007
1542007
“Concreteness fading” promotes transfer of mathematical knowledge
NM McNeil, ER Fyfe
Learning and Instruction 22 (6), 440-448, 2012
1362012
U-shaped development in math: 7-year-olds outperform 9-year-olds on equivalence problems.
NM McNeil
Developmental Psychology 43 (3), 687, 2007
1282007
Limitations to teaching children 2+ 2= 4: Typical arithmetic problems can hinder learning of mathematical equivalence
NM McNeil
Child Development 79 (5), 1524-1537, 2008
1272008
Using concreteness in education: Real problems, potential solutions
MC Brown, NM McNeil, AM Glenberg
Child Development Perspectives 3 (3), 160-164, 2009
1252009
Divergence of verbal expression and embodied knowledge: Evidence from speech and gesture in children with specific language impairment
JL Evans, MW Alibali, NM McNeil
Language and Cognitive processes 16 (2-3), 309-331, 2001
1082001
Benefits of practicing 4= 2+ 2: Nontraditional problem formats facilitate children’s understanding of mathematical equivalence
NM McNeil, ER Fyfe, LA Petersen, AE Dunwiddie, H Brletic‐Shipley
Child development 82 (5), 1620-1633, 2011
1012011
Rethinking the use of concrete materials in learning: Perspectives from development and education
NM McNeil, DH Uttal
Child development perspectives 3 (3), 137-139, 2009
992009
Learning mathematics from procedural instruction: Externally imposed goals influence what is learned.
NM McNeil, MW Alibali
Journal of Educational Psychology 92 (4), 734, 2000
912000
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