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Dive into the research topics where Michael D'Erchie is active. These topic labels come from the works of this person. Together they form a unique fingerprint.
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Projects
- 1 Active
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Fraction Competence and Algebra Competence: Measuring, Modelling, and Explaining Their Predictive Inter-Relations
Obersteiner, A. (PI), Schneider, M. M. (PI), Rittle-johnson, B. B. (CoI) & D'Erchie, M. (CoI)
1/01/21 → …
Project: Research
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Connecting the dots: A psychometric network analysis of relations between students’ fraction and algebra knowledge
Forsmann, C. L., D'Erchie, M., Obersteiner, A. & Schneider, M., May 2026, In: Learning and Individual Differences. 128, 102851.Research output: Contribution to journal › Article › peer-review
Open Access -
Discriminant validity and interrelations of conceptual and procedural knowledge in fractions and algebra: Evidence from confirmatory factor analysis
D'Erchie, M., Forsmann, C. L., Schneider, M. & Obersteiner, A., 2026, (Accepted/In press) In: British Journal of Educational Psychology.Research output: Contribution to journal › Article › peer-review
Open Access -
Do hatchmarks affect the use of the benchmark strategy in number line estimation tasks with fractions? An eyetracking study
Obersteiner, A., Strohmaier, A., D’Erchie, M., Schwarzmeier, S., Alibali, M. W. & Marupudi, V., 2026, (E-pub ahead of print) In: ZDM - Mathematics Education. 58, 3, p. 429-442 14 p.Research output: Contribution to journal › Article › peer-review
Open Access -
Early algebra knowledge predicts later fraction understanding and improves with fraction instruction
D’Erchie, M., Forsmann, C. L., Schneider, M. & Obersteiner, A., Apr 2026, In: Journal of Experimental Child Psychology. 264, 106418.Research output: Contribution to journal › Article › peer-review
Open Access -
From fractions to algebra: Cross-domain predictive relationships between conceptual and procedural knowledge and the potential mediating role of relational and proportional reasoning
D'Erchie, M., Forsmann, C., Schneider, M. & Obersteiner, A., 2025, (E-pub ahead of print) In: Journal of Educational Psychology.Research output: Contribution to journal › Article › peer-review
Open Access