1. Blair, K. P., Rosenberg-Lee, M., Tsang, J., Schwartz, D. L., & Menon, V. (2012). Beyond natural numbers: Representation of negative numbers in the intraparietal sulcus. Frontiers in Human Neuroscience, 6, e7.
https://doi.org/10.3389/fnhum.2012.00007
2. Blair, K. P., Tsang, J. M., & Schwartz, D. L. (2014). The bundling hypothesis: How perception and culture give rise to abstract mathematical concepts. In S. Vosniadou (Ed.), International handbook of research on conceptual change II (pp. 322–340). New York: Taylor & Francis.
3. Bofferding, L. (2014). Negative integer understanding: Characterizing first graders’ mental models. Journal for Research in Mathematics Education, 45, 194–245.
https://doi.org/10.5951/jresematheduc.45.2.0194
4. Bolyard, J. J. (2006). A comparison of the impact of two virtual manipulatives on student achievement and conceptual understanding of integer addition and subtraction (Order No. 3194534). Available from ProQuest Dissertations & Theses Global. (304915783).
5. Bonato, M., Fabbri, S., Umiltà, C., & Zorzi, M. (2007). The mental representation of numerical fractions: Real or integer? Journal of Experimental Psychology: Human Perception and Performance, 33, 1410–1419.
https://doi.org/10.1037/0096-1523.33.6.1410