Chang Xu
Chang Xu
Lecturer (Assistant Professor), Queen's University Belfast
Geverifieerd e-mailadres voor qub.ac.uk
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Expanding the Home Numeracy Model to Chilean children: Relations among parental expectations, attitudes, activities, and children’s mathematical outcomes
MI Susperreguy, H Douglas, C Xu, N Molina-Rojas, JA LeFevre
Early Childhood Research Quarterly 50, 16-28, 2020
Training young children on sequential relations among numbers and spatial decomposition: Differential transfer to number line and mental transformation tasks.
C Xu, JA LeFevre
Developmental Psychology 52 (6), 854, 2016
Children’s home numeracy environment predicts growth of their early mathematical skills in kindergarten
MI Susperreguy, S Di Lonardo Burr, C Xu, H Douglas, JA LeFevre
Child development 91 (5), 1663-1680, 2020
Mental rotation with tangible three‐dimensional objects: A new measure sensitive to developmental differences in 4‐to 8‐year‐old children
Z Hawes, JA LeFevre, C Xu, CD Bruce
Mind, Brain, and Education 9 (1), 10-18, 2015
The Role of Mathematical Language Skills in Arithmetic Fluency and Word-Problem Solving for First-and Second-Language Learners
C Xu, A Lafay, H Douglas, SDL Burr, JA Lefevre, H Osana, SL Skwarchuk, ...
Journal of Educational Psychology, 2021
Home learning environments of children in Mexico in relation to socioeconomic status
MI Susperreguy, C Jimenez Lira, C Xu, JA LeFevre, H Blanco Vega, ...
Frontiers in psychology 12, 626159, 2021
Responsive home numeracy as children progress from kindergarten through Grade 1
G Silinskas, S Di Lonardo, H Douglas, C Xu, JA Lefevre, R Garckija, ...
Early Childhood Research Quarterly 53, 484-495, 2020
Strategic flexibility in computational estimation for Chinese-and Canadian-educated adults.
C Xu, E Wells, JA LeFevre, I Imbo
Journal of Experimental Psychology: Learning, Memory, and Cognition 40 (5), 1481, 2014
Children’s knowledge of symbolic number in grades 1 and 2: Integration of associations
C Xu, JA LeFevre
Child Development 92 (3), 1099-1117, 2021
Individual differences in the development of children’s arithmetic fluency from grades 2 to 3.
C Xu, JA LeFevre, SL Skwarchuk, S Di Lonardo Burr, A Lafay, J Wylie, ...
Developmental Psychology 57 (7), 1067, 2021
Longitudinal relations between young students’ feelings about mathematics and arithmetic performance
CS Song, C Xu, EA Maloney, SL Skwarchuk, SDL Burr, A Lafay, J Wylie, ...
Cognitive Development 59, 101078, 2021
Home mathematics environment and math performance of Chilean students in kindergarten and Grades 1 to 3
MI Susperreguy, SDL Burr, H Douglas, C Xu, JA LeFevre, MF del Río, ...
Early Childhood Research Quarterly 59, 84-95, 2022
The hierarchical symbol integration model of individual differences in mathematical skill
C Xu, F Gu, K Newman, JA LeFevre
Journal of Numerical Cognition 5 (3), 262-282, 2019
Relations between the home learning environment and the literacy and mathematics skills of eight-year-old Canadian children
SL Skwarchuk, H Douglas, A Cahoon, JA LeFevre, C Xu, E Roy, V Simms, ...
Education Sciences 12 (8), 513, 2022
Linguistic and Experiential Factors as Predictors of Young Children's Early Numeracy Skills
JA LeFevre, O Cankaya, C Xu, CJ Lira
Language and culture in mathematical cognition, 49-72, 2018
Walking another pathway: The inclusion of patterning in the pathways to mathematics model
SMDL Burr, C Xu, H Douglas, JA LeFevre, MI Susperreguy
Journal of Experimental Child Psychology 222, 105478, 2022
Divide and conquer: Relations among arithmetic operations and emerging knowledge of fraction notation for Chinese students in grade 4
C Xu, H Li, SDL Burr, J Si, JA LeFevre, B Huang
Journal of Experimental Child Psychology 217, 105371, 2022
Ordinal skills influence the transition in number line strategies for children in Grades 1 and 2
C Xu
Journal of Experimental Child Psychology 185, 109-127, 2019
Number line development of Chilean children from preschool to the end of kindergarten
C Xu, SDL Burr, H Douglas, MI Susperreguy, JA LeFevre
Journal of Experimental Child Psychology 208, 105144, 2021
Cross-cultural comparisons of young children’s early numeracy performance: Effects of an explicit midpoint on number line performance for Canadian and Chinese-Canadian children
C Xu, JA LeFevre
Bordón: Revista de pedagogía 70 (3), 131-146, 2018
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Artikelen 1–20