OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!
If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.
Requested Article:
Conceptual knowledge of the associativity principle: A review of the literature and an agenda for future research
Joanne Eaves, Camilla Gilmore, Nina Attridge
Trends in Neuroscience and Education (2021) Vol. 23, pp. 100152-100152
Open Access | Times Cited: 6
Joanne Eaves, Camilla Gilmore, Nina Attridge
Trends in Neuroscience and Education (2021) Vol. 23, pp. 100152-100152
Open Access | Times Cited: 6
Showing 6 citing articles:
Misconceptions of the order of operations and associativity use
Joanne Eaves, Nina Attridge, Camilla Gilmore
Learning and Instruction (2025) Vol. 97, pp. 102074-102074
Closed Access
Joanne Eaves, Nina Attridge, Camilla Gilmore
Learning and Instruction (2025) Vol. 97, pp. 102074-102074
Closed Access
Adults’ use of subtraction by addition and its association with executive functions
Stijn Van Der Auwera, Bert De Smedt, Joke Torbeyns, et al.
Journal of Numerical Cognition (2022) Vol. 8, Iss. 3, pp. 351-366
Open Access | Times Cited: 3
Stijn Van Der Auwera, Bert De Smedt, Joke Torbeyns, et al.
Journal of Numerical Cognition (2022) Vol. 8, Iss. 3, pp. 351-366
Open Access | Times Cited: 3
The application of arithmetic principles predicts mathematical achievement in college students
Soo‐hyun Im, Sashank Varma
Learning and Instruction (2024) Vol. 91, pp. 101889-101889
Closed Access
Soo‐hyun Im, Sashank Varma
Learning and Instruction (2024) Vol. 91, pp. 101889-101889
Closed Access
How are children’s strategy selection and execution related to their executive functions? A choice/no-choice study in multi-step arithmetic
Stijn Van Der Auwera, Bert De Smedt, Joke Torbeyns, et al.
European Journal of Psychology of Education (2024) Vol. 39, Iss. 3, pp. 2701-2717
Closed Access
Stijn Van Der Auwera, Bert De Smedt, Joke Torbeyns, et al.
European Journal of Psychology of Education (2024) Vol. 39, Iss. 3, pp. 2701-2717
Closed Access
Reconsidering conceptual knowledge: Heterogeneity of its components
Sébastien Puma, Emmanuel Sander, Matthieu Saumard, et al.
Journal of Experimental Child Psychology (2022) Vol. 227, pp. 105587-105587
Open Access | Times Cited: 1
Sébastien Puma, Emmanuel Sander, Matthieu Saumard, et al.
Journal of Experimental Child Psychology (2022) Vol. 227, pp. 105587-105587
Open Access | Times Cited: 1
Longitudinal Approaches to Investigating Arithmetic Concepts Across the Elementary and Middle School Years
Katherine M. Robinson, Denée M. Buchko
Springer eBooks (2023), pp. 193-208
Closed Access
Katherine M. Robinson, Denée M. Buchko
Springer eBooks (2023), pp. 193-208
Closed Access
