




Seleted publications from 2014 to 2008 can be downloaded below by clicking on the appropriate link. Want a publication from another year? Click on a link above to go to the year you would like. You will need Adobe Acrobat to read these files. Click here for a free copy. 

NOTE: If you cannot access an article or have difficulty downloading a pdf from this page, please send a request for the article to Terra Treasure at tt2p@andrew.cmu.edu, and she will send it to you. 

In Press Siegler, R. S., & LortieForgues, H. (in press). Conceptual knowledge of fraction arithmetic. Journal of Educational Psychology. 2014 Bailey, D., Siegler, R. S., & Geary, D. C. (2014). Early predictors of middle school fraction knowledge. Developmental Science, 17, 775785, doi: 10.1111/desc.12155. Fazio, L. K., Bailey, D. H., Thompson, C. A., & Siegler, R. S. (2014). Relations of different types of numerical magnitude representations to each other and to mathematics achievement. Journal of Experimental Child Psychology, 123, 5372, doi: http://dx.doi.org/10.1016/j.jecp.2014.01.013. Laski, E. V., & Siegler, R. S. (2014). Learning from number board games: You learn what you encode. Developmental Psychology, 50, 853864, doi: 10.1037/a0034321. Ramani, G. B., & Siegler, R. S. (2014). How informal learning activities can promote children's numerical knowledge. In R. C. Kadosh & A. Dowker (Eds.), Oxford handbook of mathematical cognition, published online, 32014, doi: 10.1093/oxfordhb/9780199642342.013.012. Siegler, R. S., & LortieForgues, H. (2014). An integrative theory of numerical development. Child Development Perspectives, 8, 144150, doi: 10.1111/cdep.12077. Siegler, R. S., & Thompson, C. A. (2014). Numerical landmarks are useful  Except when they're not. Journal of Experimental Child Psychology, 120, 3958, doi: http://dx.doi.org/10.1016/j.jecp.2013.11.014. Torbeyns, J., Schneider, M., Xin, Z. & Siegler, R. S., (2014, in press). Bridging the gap: Fraction understanding is central to mathematics achievement in students from three different continents. Learning and Instruction, early bird online publication, April 3, 2014, doi: http://dx.doi.org/10.1016/j.learninstruc. 2014.03.002. Vukovic, R. K., Fuchs, L. S., Geary, D. C., Jordan, N. C., Gersten, R., & Siegler, R. S. (2014). Sources of individual differences in children's understanding of fractions. Child Development, 85, 14611476, doi: 10.1111/cdev.12218. Watts, T. W., Duncan, G. J., Siegler, R. S., & DavisKean, P. E. (2014). What's past is prologue: Relations between early mathematics knowledge and high school achievement. Educational Researcher, 43, 352360, doi: 10.3102/0013189X14553660. 2013 Fuchs, L. S., Schumacher, R. F., Long, J., Namkung, J., Hamlett, C. L., Cirino, P. T., Jordan, N. C., Siegler, R., Gersten, R., & Changas, P. (2013). Improving atrisk learners' understanding of fractions. Journal of Educational Psychology, 105, 683700. Jordan, N. C., Hansen, N., Fuchs, L. S., Siegler, R. S., Gersten, R., & Micklos, D. (2013). Developmental predictors of fraction concepts and procedures. Journal of Experimental Child Psychology, 116, 4558. Siegler, R. S., & Pyke, A. A. (2013). Developmental and individual differences in understanding fractions. Developmental Psychology, 49, 19942004. Siegler, R. S., Fazio, L. K., Bailey, D. H., & Zhou, X. (2013). Fractions: The new frontier for theories of numerical development. Trends in Cognitive Science, 17, 1319. Vogel, S. E., Grabner, R. H., Schneider, M., Siegler, R. S., & Ansari, D. (2013). Overlapping and distinct brain regions involved in estimating the spatial position of numerical and nonnumerical magnitudes: An fMRI study. Neuropsychologia, 51, 979989..doi: 10.1016/j.neuropsychologia.2013.02.001. 2012 Ramani, G. B., Siegler, R. S., & Hitti, A. (2012). Taking it to the classroom: Number board games as a small group learning activity. Journal of Educational Psychology, 104, 661672. Siegler, R. S., Duncan, G. J., DavisKean, P. E., Duckworth, K., Claessens, A., Engel, M., Susperreguy, M. I., & Chen, M. (2012). Early predictors of high school mathematics achievement. Psychological Science, 23, 691697. 

2011 Opfer, J. E., Siegler, R. S., Young, C. J. (2011). The powers of noisefitting: reply to Barth and Paladino. Developmental Science, 14, 11941204. Siegler, R.S., Fazio, L. K., & Pyke, A. (2011). There's nothing so practical as a good theory. In J. Mestre & B. Ross (Eds.), Cognition and Education, Vol. 55, Psychology of Learning and Motivation (pp. 171197). Oxford: Elsevier. Siegler, R. S., Thompson, C. A., & Schneider, M. (2011). An integrated theory of whole number and fractions development. Cognitive Psychology, 62, 273296. 

2010 Siegler, R., Carpenter, T., Fennell, F., Geary, D., Lewis, J., Okamoto, Y., Thompson, L., & Wray, J. (2010). Developing effective fractions instruction: A practice guide (NCEE #2010009). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. See http://ies.ed.gov/ncee/wwc/publications/practiceguides/. Thompson, C. A., & Siegler, R. S. (2010). Linear numerical magnitude representations aid children's memory for numbers. Psychological Science, 21, 12741281. 

2009 Siegler, R. S., & Ramani, G. B. (2009). Playing linear number board games  but not circular ones  improves lowincome preschoolers' numerical understanding. Journal of Educational Psychology, 101, 545560. Siegler, R. S., Thompson, C. A., & Opfer, J. E. (2009). The logarithmictolinear shift: One learning sequence, many tasks, many time scales. Mind, Brain, and Education, 3, 143150. 

2008 Ramani, G. B., & Siegler, R. S. (2008). Promoting broad and stable improvements in lowincome children's numerical knowledge through playing number board games. Child Development, 79, 375394. Siegler, R. S., & Chen, Z. (2008). Differentiation and integration: Guiding principles for analyzing cognitive change. Developmental Science, 11, 433448. Siegler, R. S., & Mu, Y. (2008). Chinese children excel on novel mathematics problems even before elementary school. Psychological Science, 19, 759763. Siegler, R. S., & Ramani, G. B. (2008). Playing linear numerical board games promotes lowincome children's numerical development. Developmental Science, Special Issue on Mathematical Cognition, 11, 655661. 

Return to Top of Page 
Photos courtesy of Theresa Treasure (Trees) . Please send inquiries or comments about this page to Theresa Treasure at tt2p@andrew.cmu.edu. 