Number lines, but not area models, support children's accuracy and conceptual models of fraction division

Sidney, P., Thompson, C., & Rivera, F. (2019). Number lines, but not area models, support children’s accuracy and conceptual models of fraction division (1–). Contemporary Educational Psychology. https://doi.org/http://dx.doi.org/10.1016/j.cedpsych.2019.03.011
Sidney, Pooja, Clarissa Thompson, and Ferdinand Rivera. 2019. “Number Lines, But Not Area Models, Support children’s Accuracy and Conceptual Models of Fraction Division”. Contemporary Educational Psychology. https://doi.org/http://dx.doi.org/10.1016/j.cedpsych.2019.03.011.
Sidney, Pooja, et al. Number Lines, But Not Area Models, Support children’s Accuracy and Conceptual Models of Fraction Division. Contemporary Educational Psychology, July 2019, https://doi.org/http://dx.doi.org/10.1016/j.cedpsych.2019.03.011.