Does understanding the equal sign matter? Evidence from solving equations EJ Knuth, AC Stephens, NM McNeil, MW Alibali Journal for research in Mathematics Education 37 (4), 297-312, 2006 | 795 | 2006 |

Middle school students' understanding of core algebraic concepts: Equivalence & Variable1 EJ Knuth, MW Alibali, NM McNeil, A Weinberg, AC Stephens Zentralblatt für Didaktik der Mathematik 37 (1), 68-76, 2005 | 473 | 2005 |

Concreteness fading in mathematics and science instruction: A systematic review ER Fyfe, NM McNeil, JY Son, RL Goldstone Educational psychology review 26, 9-25, 2014 | 442 | 2014 |

Why won't you change your mind? Knowledge of operational patterns hinders learning and performance on equations NM McNeil, MW Alibali Child development 76 (4), 883-899, 2005 | 432 | 2005 |

ANS acuity and mathematics ability in preschoolers from low‐income homes: Contributions of inhibitory control MW Fuhs, NM McNeil Developmental science 16 (1), 136-148, 2013 | 431 | 2013 |

When theories don't add up: disentangling the manipulatives debate N McNeil, L Jarvin Theory into practice 46 (4), 309-316, 2007 | 369 | 2007 |

Middle-school students' understanding of the equal sign: The books they read can't help NM McNeil, L Grandau, EJ Knuth, MW Alibali, AC Stephens, S Hattikudur, ... Cognition and instruction 24 (3), 367-385, 2006 | 292 | 2006 |

Should you show me the money? Concrete objects both hurt and help performance on mathematics problems NM McNeil, DH Uttal, L Jarvin, RJ Sternberg Learning and instruction 19 (2), 171-184, 2009 | 278 | 2009 |

The role of gesture in children's comprehension of spoken language: Now they need it, now they don't NM McNeil, MW Alibali, JL Evans Journal of Nonverbal Behavior 24, 131-150, 2000 | 252 | 2000 |

Knowledge change as a function of mathematics experience: All contexts are not created equal NM McNeil, MW Alibali Journal of cognition and development 6 (2), 285-306, 2005 | 235 | 2005 |

A longitudinal examination of middle school students' understanding of the equal sign and equivalent equations MW Alibali, EJ Knuth, S Hattikudur, NM McNeil, AC Stephens Mathematical Thinking and learning 9 (3), 221-247, 2007 | 234 | 2007 |

“Concreteness fading” promotes transfer of mathematical knowledge NM McNeil, ER Fyfe Learning and Instruction 22 (6), 440-448, 2012 | 191 | 2012 |

Using concreteness in education: Real problems, potential solutions MC Brown, NM McNeil, AM Glenberg Child development perspectives 3 (3), 160-164, 2009 | 182 | 2009 |

You'll see what you mean: Students encode equations based on their knowledge of arithmetic NM McNeil, MW Alibali Cognitive science 28 (3), 451-466, 2004 | 182 | 2004 |

U-shaped development in math: 7-year-olds outperform 9-year-olds on equivalence problems. NM McNeil Developmental Psychology 43 (3), 687, 2007 | 173 | 2007 |

Benefits of “concreteness fading” for children's mathematics understanding ER Fyfe, NM McNeil, S Borjas Learning and Instruction 35, 104-120, 2015 | 162 | 2015 |

Limitations to teaching children 2+ 2= 4: Typical arithmetic problems can hinder learning of mathematical equivalence NM McNeil Child Development 79 (5), 1524-1537, 2008 | 155 | 2008 |

Rethinking the use of concrete materials in learning: Perspectives from development and education NM McNeil, DH Uttal Child development perspectives 3 (3), 137-139, 2009 | 148 | 2009 |

Benefits of practicing 4= 2+ 2: Nontraditional problem formats facilitate children’s understanding of mathematical equivalence NM McNeil, ER Fyfe, LA Petersen, AE Dunwiddie, H Brletic‐Shipley Child development 82 (5), 1620-1633, 2011 | 142 | 2011 |

Divergence of verbal expression and embodied knowledge: Evidence from speech and gesture in children with specific language impairment JL Evans, MW Alibali, NM McNeil Language and Cognitive processes 16 (2-3), 309-331, 2001 | 137 | 2001 |