CPA (2021)

Post-secondary enrolment for adolescents with and without ADHD histories: A longitudinal Analysis (Di Lonardo Burr et al., 2021)

CPA (2020)

Confidence is key: Unblocking relations between ADHD symptoms & math performance (Di Lonardo Burr & LeFevre, 2020)

MCLS (2019)

Fractions, decimals, percentages: Rational numbers in cognitive arithmetic (Bornheimer & LeFevre, 2019)

Word problem solving in English language learners (Hadden et al., 2019)

Knowledge of math-specific language and fraction mapping (Hasan et al., 2019)

Word problems: How performance varies with ADHD traits and math anxiety (Nietmann et al., 2019)

Fraction reduction is cued by division but not by multiplication (Tan & LeFevre, 2019)

Exploring symbolic math processing in immersion and non-immersion students (Whittaker et al., 2019)

CGSS (2019)

A vicious loop? Longitudinal relations between math anxiety and math performance for grade 2 and 3 students (Song et al., 2019)

CSBBCS (2018)

Fixed in unfamiliar territory: Mapping estimates across typical & atypical number lines (Di Lonardo et al., 2018)

SRCD (2017)

Order counts too: Both quantity and ordinal knowledge of symbolic numbers contribute to arithmetic skill for 5- to 8-year olds (Xu et al., 2017)

CSBBCS (2016)

Ordinal-symbol knowledge is the bridge (Xu et al.,2016)

Relations between math and spatial abilities for English- and Chinese-speaking adults (Gu et al.,2016)

Problem-size effect re-examined with multilevel modelling (Ma et al.,2016)

Cognitive deficits and math anxiety (Douglas & LeFevre,2016)

Adult performance on an oddball number line task (Newman et al.,2016)

Effects of format and problem structure on problem solving procedures in mental division (Tan & LeFevre, 2016)

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