Evidence map›Paper›PMID 32390919›Full record

ArticleFrontiers in psychology2020

Cognitive Research and Mathematics Education-How Can Basic Research Reach the Classroom?

Henrique Simplicio, Hedwig Gasteiger, Beatriz Vargas Dorneles, Ka Rene Grimes, Vitor Geraldi Haase, Carola Ruiz, Francéia Veiga Liedtke, Korbinian Moeller

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Frontiers in psychology, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed.

  1. Article
  2. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

8 authors.

Henrique SimplicioDevelopmental Neuropsychology Laboratory, Biological Sciences Institute, Neurosciences Department, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.
Hedwig GasteigerMathematics Education, School for Mathematics and Computer Science, Institute of Mathematics, Osnabrück University, Osnabrueck, Germany.
Beatriz Vargas DornelesPost-Graduate Program of Education, School of Education, Universidade Federal Do Rio Grande Do Sul, Porto Alegre, Brazil.
Ka Rene GrimesDepartment of Special Education, The University of Texas at Austin, Austin, TX, United States.
Vitor Geraldi HaaseDepartment of Psychology, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.
Carola RuizNeurocognition Department, Universidad Católica del Uruguay, Montevideo, Uruguay.
Francéia Veiga LiedtkePost-Graduate Program of Psychology, Psychology Institute, Universidade Federal Do Rio Grande Do Sul, Porto Alegre, Brazil.
Korbinian MoellerCentre for Mathematical Cognition, Loughborough University, Loughborough, United Kingdom.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

PubMed holds no abstract for this paper.

Indexed as

applied scienceevidence-based practicemath educationnumerical cognitionresearch-to-practicetransfer of knowledge

Identifiers

PMID32390919
PMCPMC7191005

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.