Dr. Chang Xu

2024

Susperreguy, M. I., Di Lonardo Burr, S., Xu, C., Douglas, H., LeFevre, J.-A., Bourque, T., del Río, F., & Salinas V. (2024). The role of mathematical vocabulary in the development of mathematical skills for Spanish-speaking students. Cognitive Development, 70(1), 101441. https://doi.org/10.1016/j.cogdev.2024.101441

Xu, C., Di Lonardo Burr, S. Li, H., & Liu, C., & Si, J. (2024). From whole numbers to rational numbers to word problems: Hierarchical relations in mathematics knowledge for Chinese Grade 6 students. Journal of Experimental Child Psychology, 242, 105884. http://doi.org/10.1016/j.jecp.2024.105884

Lafay, A., Adrien, E., Di Lonardo Burr., S., Douglas, H., Provost-Larocque, L., Xu, C., LeFevre J.-A., Maloney, E. A., Osana., H., Skwarchuk S.-L., & Wylie, J. (2024). Transcoding of French numbers for first- and second-language learners in third grade. Quarterly Journal of Experimental Psychology, 77(2), 393-407. https://doi.org/10.1177/17470218231174339

Xu, C., Li, H, Di Lonardo Burr, S., Si, J., LeFevre, J.-A, & Zhuo, X. (2024). We cannot ignore the signs: The development of equivalence and arithmetic for students from grades 3 to 4. Journal of Cognition and Development, 25(1), 46-65. http://doi.org/10.1080/15248372.2023.2245507

2023

Wei, W., Liao, H., Xu, C., Ye X., & LeFevre, J-A. (2023). The home mathematics environment and its relation to children’s mathematical skills for Chinese families. Learning and Individual Differences, 108, 102381. https://doi.org/10.1016/j.lindif.2023.102381

Li, H., Zhang, M., Huang, B., Hou, S., Xu, C., Zhao, X., Cui, S., & Si, J. (2023). How does mathematics learning engagement reduce mathematics anxiety in elementary school students? A four-wave longitudinal mediation investigation. Contemporary Educational Psychology, 75, 102211. https://doi.org/10.1016/j.cedpsych.2023.102211

Xu, C., Di Lonardo Burr, S., LeFevre, J., Skwarchuk, S., Osana, H. P., Maloney, E. A., Wylie, J., Simms, V., Susperreguy, M. I., Douglas, H., & Lafay, A. (2023b). Development of children’s number line estimation in primary school: Regional and curricular influences. Cognitive Development, 67, 101355. https://doi.org/10.1016/j.cogdev.2023.101355

DiStefano, M., Retanal, F., Bureau, J., Hunt, T. E., Lafay, A., Osana, H. P., Skwarchuk, S., Trepiak, P., Xu, C., LeFevre, J., & Maloney, E. A. (2023). Relations between Math Achievement, Math Anxiety, and the Quality of Parent–Child Interactions While Solving Math Problems. Education Sciences, 13(3), 307. https://doi.org/10.3390/educsci13030307

Lafay, A., Adrien, E., Di Lonardo Burr, S., Douglas, H., Provost-Larocque, K., Xu, C., LeFevre, J., Maloney, E., Osana, H. P., Skwarchuk, S., & Wylie, J. (2023). Transcoding of French numbers for first- and second-language learners in third grade. Quarterly Journal of Experimental Psychology, 174702182311743. https://doi.org/10.1177/17470218231174339

2022

Skwarchuk S., Douglas, H., Cahoon, A., LeFevre, J.-A., Xu, C., Roy, E., Simms, V., Wylie, J., Maloney, E. A., Osana, H. P., & Susperreguy, M. I. (2022). Relations Between the Home Learning Environment and the Literacy and Mathematics Skills of Eight-Year-Old Canadian Children. Education Sciences, 12, 513. https://doi.org/10.3390/educsci12080513

Di Lonardo Burr, S., Xu, C., Douglas, H., LeFevre, J.-A., & Susperreguy, M. I. (2022). Walking another pathway: The inclusion of relational reasoning in the Pathways to Mathematics model. Journal of Experimental Child Psychology, 222, https://doi.org/10.1016/j.jecp.2022.105478

Di Lonardo Burr, S., Xu, C., Li, H., Si, J., LeFevre, J.-A., Wang Y. (2022). Fraction mapping and fraction comparison skills among grade 4 Chinese students: An error analysis. British Journal of Educational Psychology, 00, 1-19. https://doi.org/10.1111/bjep.12503

Xu, C., Li, H., Di Lonardo Burr, S., Si, J., LeFevre, J.-A, & Huang, B. (2022). Divide and conquer: Relations among arithmetic operations and emerging knowledge of fraction notation for Chinese students in grade 4. Journal of Experimental Child Psychology, 217(2). https://doi.org/10.1016/j.jecp.2021.105371

2021

Susperreguy, M. I., Di Lonardo Burr, S., Douglas, H., Xu, C., LeFevre, J.-A., del Río, F., & Salinas V. (2022). Home mathematics environment and children’s math performance in kindergarten and grades 1 to 3. Early Childhood Research Quarterly. Advance online publication. https://doi.org/10.1016/j.ecresq.2021.11.004

Xu, C., Di Lonardo Burr, S., Skwarchuk, S., Douglas, H., Lafay A., Osana H., Simms, V., Wylie, J., Maloney E. A, & LeFevre, J.-A. (2021). Pathways to learning mathematics for students in French-immersion and English-instruction programs. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000722

Xu, C., LeFevre, J. -A., Skwarchuk, S., Di Lonardo Burr, S., Lafay A, Wylie, J., Osana H., Douglas, H., Maloney E. A., & Simms, V. (2021). Individual differences in the development of children’s arithmetic fluency from grades 2 to 3. Developmental Psychology, 57(7), 1067-1079. https://doi.org/10.1037/dev0001220

Xu, C., Di Lonardo Burr, S., Douglas, H., Susperreguy, M. I., & LeFevre, J.-A. (2021). Number line development of Chilean children from preschool to the end of kindergarten. Journal of Experimental Child Psychology, 208, https://doi.org/10.1016/j.jecp.2021.105144

Xu, C.[1], Lafay A1., Douglas H., Di Lonardo Burr, S., LeFevre, J.-A., Osana H., Skwarchuk S., Wylie, J., Simms, V., & Maloney, E. A. (2021). The role of domain-specific math language skills in arithmetic fluency and word-problem solving for first- and second-language learners. Journal of Educational Psychology, Advance online publication. https://doi.org/10.1037/edu0000673

Song, S. C, Xu, C., Skwarchuk, S., Maloney, E., Di Lonardo Burr, S., Lafay A, Wylie, J., Osana, H., Douglas, H., & LeFevre, J.-A. (2021). Arithmetic skill predicts growth in math anxiety from grade 2 to grade 3. Cognitive Development, 59(7), 1-15. https://doi.org/10.1016/j.cogdev.2021.101078

Susperreguy, M. I., Jiménez Lira, C., Xu, C., LeFevre, J.-A., Vega, B. H., Pando, E.V.B., & Ornelas Contreras, M. (2021). Home learning environments of children in Mexico in relation to socioeconomic status. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.626159

Xu, C., & LeFevre, J.-A. (2021). Children’s knowledge of symbolic number in grades 1 and 2: Integration of associations. Child Development, 92(3), 1099-1117. https://doi.org/10.1111/CDEV.13473

[1] Co-first authors

2020

Silinskas, G., Di Lonardo, S., Douglas, H., Xu, C., LeFevre, J.-A., Garckija, R., Gabrialaviciute, I., & Raiziene S. (2020). Responsive home numeracy as children progress from kindergarten through Grade 1. Early Childhood Research Quarterly, 53, 484-495. https://doi.org/10.1016/j.ecresq.2020.06.003  

Susperreguy, M. I., Di Lonardo Burr, S., Xu, C., Douglas, H., & LeFevre, J.-A. (2020). Children’s home numeracy environment predicts growth of their early mathematical skills in kindergarten. Child Development, 91, 1663-1680. https://doi.org/10.1111/cdev.13353    

Susperreguy, M. I., Douglas, H., Xu, C., Molina-Rojas, N. & LeFevre, J.-A. (2020). Expanding the home numeracy model to Chilean children: Relations among parental expectations, attitudes, activities, and children’s mathematical outcomes. Early Childhood Research Quarterly, 59, 16-28. https://doi.org/10.1016/j.ecresq.2018.06.010

2019

Xu, C., Gu, F., Newman, K., & LeFevre, J.-A. (2019). The hierarchical symbol integration model of individual differences in mathematical skill. Journal of Numerical Cognition, 5, 262-282. https://doi.org/10.5964/jnc.v5i3.140  Open Access.

Xu, C. (2019). Ordinal skills influence the transition in number line strategies for children in grades 1 and 2. Journal of Experimental Child Psychology. 185, 109-127. https://doi.org/10.1016/j.jecp.2019.04.020

Before 2018

Xu, C., & LeFevre, J.-A. (2018). Cross-cultural comparisons of young children’s early numeracy performance: Effect of an explicit midpoint on number line performance for Canadian and Chinese-Canadian children, Bordón, 70, 123-138. https://doi.org/10.13042/Bordon.2018.60966

Xu, C., & LeFevre, J.-A.  (2016). Training young children on sequential relations among numbers and spatial decomposition: Differential transfer to number line and mental transformation tasks. Developmental Psychology, 52, 854-866. https://doi.org/10.1037/dev0000124

Hawes, Z., LeFevre, J.-A.  Xu, C., & Bruce, C. (2015). Mental rotation with tangible three-dimensional objects: A new measure sensitive to developmental differences in 4- to 8-year-old children. Mind, Brain, and Education, 9, 10-18. https://doi.org/10.1111/mbe.12051

Xu, C., Wells, E., LeFevre, J.-A., & Imbo. I. (2014). Strategic flexibility in computational estimation for Chinese- and Canadian-educated adults. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40, 1481-1497. http://dx.doi.org/10.1037/a0037346

Book Chapters

LeFevre, J.-A., Cankaya, O., Xu, C., & Jiménez Lira, C. (2018). Linguistic and experiential factors as predictors of young children’s early numeracy skills. In Berch, D. B., Geary, D. C., & Mann Koepke, K. (Eds.), Language and Culture in Mathematical Cognition (Vol. 4, pp. 49-72). Academic Press. http://dx.doi.org/10.1016/B978-0-12-812574-8.00003-1