Individual Differences in Conceptual and Procedural Knowledge When Learning Fractions by Hallett, D, Nunes, T, Bryant, P

Individual differences in conceptual and procedural fraction understanding: The role of abilities and school experience by Hallett, D, Nunes, T, Bryant, P, Thorpe, C

Individual differences in conceptual and procedural fraction understanding: the role of abilities and school experience. by Hallett, D, Nunes, T, Bryant, P, Thorpe, C

Teaching Children About the Inverse Relation Between Addition and Subtraction by Nunes, T, Bryant, P, Hallett, D, Bell, D, Evans, D

Promoting the comprehension of additive composition by deaf children by Nunes, T, Bryant, P, Evans, D, Bell, D, Hallett, D

Deaf children's informal knowledge of multiplicative reasoning. by Nunes, T, Bryant, P, Burman, D, Bell, D, Evans, D, Hallett, D

Study of human Orexin-1 and -2 G-protein-coupled receptors with novel and published antagonists by modeling, molecular dynamics simulations, and site-directed mutagenesis. by Heifetz, A, Morris, G, Biggin, P, Barker, O, Fryatt, T, Bentley, J, Hallett, D, Manikowski, D, Pal, S, Reifegerste, R, Slack, M, Law, R