Selected Publications from 2019 to 2024

/Selected Publications from 2019 to 2024
Selected Publications from 2019 to 20242024-07-09T11:19:33+00:00
For a full list of Dr. Siegler’s publications, please visit the “Vita” tab on the lefthand side of this webpage.


Siegler, R. S. (2024). Connecting learning environments to learning: Two examples from children’s mathematics. Developmental Review, 101138.


Braithwaite, D. W., & Siegler, R. S. (2023). A Unified Model of Arithmetic with Whole Numbers,  Fractions, and Decimals. Psychological Review.

Wang, Y., & Siegler, R. S. (2023). Developmental trajectories of numerical magnitude representations of fractions and decimals. Developmental Psychology, 59(5), 874–885.


McMullen, J., Hannula-Sormunen, M.M., Lehtinen, E., & Siegler, R.S. (2022). Predicting adaptive expertise with rational number arithmetic. British Journal of Educational Psychology, 92, 688-706. doi:10.1111/bjep.12471

Schiller, L. K., Fan, A., & Siegler, R. S. (2022). The Power of One: The Importance of Flexible Understanding of an Identity Element. Journal of Numerical Cognition, 8(3), 430-442.

Siegler, R. S., & Tian, J. (2022). Why do we have three rational number notations? The importance of percentages. Advances in child development and behavior, 63, 1–33. JAI.

Tian, J., Leib, E. R., Griger, C., Oppenzato, C. O., & Siegler R. S. (2022). Biased problem distributions in assignments parallel those in textbooks: Evidence from fraction and decimal arithmetic. Journal of Numerical Cognition, 8(1), 73-88. doi:10.5964/jnc.6365.  

Zhang, D., & Siegler, R. S. (2022). Curriculum standards and textbook coverage of fractions in high-achieving east-Asian countries and the United States. Current Opinion in Behavioral Sciences, 47(101184), 101184.


Braithwaite, D. W., & Siegler, R. S. (2021). Putting fractions together. Journal of Educational Psychology, 113(3), 556-571. doi: 10.1037/edu0000477

Braithwaite, D. W., Sprague, L., & Siegler, R. S. (2021). Towards a Unified Theory of Rational Number Arithmetic. Journal of Experimental Psychology: Learning, Memory, and Cognition. doi:10.1037/xlm0001073

Opfer J.E., Kim D., Fazio L.K., Zhou X., & Siegler R.S. (2021). Cognitive mediators of US—China differences in early symbolic arithmetic. PloS One, 16(8), e0255283. doi:10.1371/journal.pone.02552

Siegler, R. S., & Oppenzato, C. O. (2021). Missing input: How imbalanced distributions of textbook problems affect mathematics learning. Child Development Perspectives. 15(2), 76-82. doi:10.1111/cdep.12402

Tian, J., Braithwaite, D. W., & Siegler, R. S. (2021). Distributions of textbook problems predict student learning: Data from decimal arithmetic. Journal of Educational Psychology, 113(3), 516-529. doi:10.1037/edu0000618


McMullen, J., Hannula-Sormunen, M. M., Lehtinen, E., & Siegler, R. S. (2020). Distinguishing adaptive from routine expertise with rational number arithmetic. Learning and Instruction, 68, 101347. doi: 10.1016/j.learninstruc.2020.101347

Siegler, R. S., Im, S., & Braithwaite, D. W. (2020). Understanding development requires assessing the environment in which learning occurs: examples from mathematics learning. New Directions for Child and Adolescent Development, 173, 83-100. doi:10.1002/cad.20372

Siegler, R. S., Im, S., Schiller, L., Tian, J., & Braithwaite, D. W. (2020). The sleep of reason produces monsters: how and when biased input shapes mathematics learning. Annual Review of Developmental Psychology, 2, 413-435. doi:10.1146/annurev-devpsych-041620-031544

Tian, J., Braithwaite, D. W., & Siegler, R. S. (2020). How do people choose among rational number notations? Cognitive Psychology, 123, 101333. doi:10.1016/j.cogpsych.2020.101333


Braithwaite, D. W., Leib, E., Siegler, R. S., & McMullen, J. (2019). Individual differences in fraction arithmetic learning. Cognitive Psychology, 112, 81-98. doi: 10.1016/j.cogpsych.2019.04.002

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