Michael Schneider
Michael Schneider
Professor of Educational Psychology, University of Trier
Verified email at uni-trier.de - Homepage
TitleCited byYear
An integrated theory of whole number and fractions development
RS Siegler, CA Thompson, M Schneider
Cognitive psychology, 2011
5292011
Associations of non‐symbolic and symbolic numerical magnitude processing with mathematical competence: A meta‐analysis
M Schneider, K Beeres, L Coban, S Merz, S Susan Schmidt, J Stricker, ...
Developmental Science, 2016
2962016
Representations of the magnitudes of fractions.
M Schneider, RS Siegler
Journal of Experimental Psychology: Human Perception and Performance 36 (5 …, 2010
2202010
Developing conceptual and procedural knowledge of mathematics
B Rittle-Johnson, M Schneider
Oxford handbook of numerical cognition, 1102-1118, 2015
2112015
Variables associated with achievement in higher education: A systematic review of meta-analyses
M Schneider, F Preckel
Psychological Bulletin, 2017
1972017
Mental number line, number line estimation, and mathematical achievement: their interrelations in grades 5 and 6.
M Schneider, RH Grabner, J Paetsch
Journal of Educational Psychology 101 (2), 359, 2009
1882009
Relations among conceptual knowledge, procedural knowledge, and procedural flexibility in two samples differing in prior knowledge.
M Schneider, B Rittle-Johnson, JR Star
Developmental psychology 47 (6), 1525, 2011
1632011
The developmental relations between conceptual and procedural knowledge: A multimethod approach.
M Schneider, E Stern
Developmental psychology 46 (1), 178, 2010
1492010
Not a one-way street: Bi-directional relations between procedural and conceptual knowledge of mathematics
B Rittle-Johnson, M Schneider, JR Star
Educational Psychology Review, 2015
1322015
Bridging the gap: Fraction understanding is central to mathematics achievement in students from three different continents
J Torbeyns, M Schneider, Z Xin, RS Siegler
Learning and Instruction 37, 5-13, 2015
1232015
The cognitive perspective on learning: Ten cornerstone findings
M Schneider, E Stern
The Nature of Learning: Using Research to Inspire Practice, 69-90, 2010
1132010
A validation of eye movements as a measure of elementary school children's developing number sense
M Schneider, A Heine, V Thaler, J Torbeyns, B De Smedt, L Verschaffel, ...
Cognitive Development 23 (3), 409-422, 2008
1122008
Cognitive Neuroscience Meets Mathematics Education.
B De Smedt, D Ansari, RH Grabner, MM Hannula, M Schneider, ...
Educational Research Review 5 (1), 9, 2010
752010
Profiles of inconsistent knowledge in children's pathways of conceptual change
M Schneider, I Hardy
Developmental Psychology 49 (9), 1639-1649, 2013
582013
Conceptual and procedural knowledge of a mathematics problem: Their measurement and their causal interrelations
M Schneider, E Stern
Proceedings of the Cognitive Science Society 27 (27), 2005
512005
Subjective well-being and academic achievement: A meta-analysis
S Bücker, S Nuraydin, BA Simonsmeier, M Schneider, M Luhmann
Journal of Research in Personality 74, 83-94, 2018
492018
The inverse relation of addition and subtraction: A knowledge integration perspective
M Schneider, E Stern
Mathematical Thinking and Learning 11 (1-2), 92-101, 2009
462009
Associations of number line estimation with mathematical competence: A meta‐analysis
M Schneider, S Merz, J Stricker, B De Smedt, J Torbeyns, L Verschaffel, ...
Child development 89 (5), 1467-1484, 2018
432018
Overlapping and distinct brain regions involved in estimating the spatial position of numerical and non-numerical magnitudes: an fMRI study
SE Vogel, RH Grabner, M Schneider, RS Siegler, D Ansari
Neuropsychologia 51 (5), 979-989, 2013
432013
Gute Hochschullehre: Eine evidenzbasierte Orientierungshilfe
M Schneider, M Mustafić
Springer, 2015
41*2015
The system can't perform the operation now. Try again later.
Articles 1–20