Emily R. Fyfe

• Artículos de revistas (13)

• Artículos de revistas

  • The benefits of a metacognitive lesson on children’s understanding of mathematical equivalence, arithmetic, and place value

    Emily R. Fyfe, Collin Byers, Lindsey J. Nelson

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 114, Nº. 6, 2022, págs. 1292-1306

    • Resumen
    

  • Predicting success on high-stakes math tests from preschool math measures among children from low-income homes

    Emily R. Fyfe, Bethany Rittle-Johnson, Dale Clark Farran

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 111, Nº. 3, 2019, págs. 402-413

    • Resumen
    

  • Assessing formal knowledge of math equivalence among algebra and pre-algebra students

    Emily R. Fyfe, Percival G. Matthews, Eric Amsel, Katherine L. McEldoon, Nicole M. McNeil

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 110, Nº. 1, 2018, págs. 87-101

    • Resumen
    

  • Diagrams benefit symbolic problem-solving

    Junyi Chu, Bethany Rittle-Johnson, Emily R. Fyfe

    British journal of educational psychology, ISSN 0007-0998, Vol. 87, Nº. 2, 2017, págs. 273-287

    

  • Early Math Trajectories: Low-Income Children's Mathematics Knowledge From Ages 4 to 11

    Bethany Rittle-Johnson, Emily R. Fyfe, Kerry G. Hofer, Dale Clark Farran

    Child development, ISSN 0009-3920, Vol. 88, Nº. 5, 2017, págs. 1727-1742

    • Resumen
    

  • Improving conceptual and procedural knowledge: The impact of instructional content within a mathematics lesson

    Bethany Rittle-Johnson, Emily R. Fyfe, Abbey M. Loehr

    British journal of educational psychology, ISSN 0007-0998, Vol. 86, Nº. 4, 2016, págs. 576-591

    

  • Feedback both helps and hinders learning: The causal role of prior knowledge

    Emily R. Fyfe, Bethany Rittle-Johnson

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 108, Nº. 1, 2016, págs. 82-97

    • Resumen
    

  • Easy as ABCABC: Abstract Language Facilitates Performance on a Concrete Patterning Task

    Emily R. Fyfe, Nicole M. McNeil, Bethany Rittle-Johnson

    Child development, ISSN 0009-3920, Vol. 86, Nº. 3, 2015, págs. 927-935

    • Resumen
    

  • Arithmetic practice can be modified to promote understanding of mathematical equivalence

    Nicole M. McNeil, Emily R. Fyfe, April E. Dunwiddie

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 107, Nº. 2, 2015, págs. 423-436

    • Resumen
    

  • An alternative time for telling: When conceptual instruction prior to problem solving improves mathematical knowledge.

    Emily R. Fyfe, Marci S. DeCaro, Bethany Rittle-Johnson

    British journal of educational psychology, ISSN 0007-0998, Nº. 3, 2014, págs. 502-519

    

  • The effects of feedback during exploratory mathematics problem solving: Prior knowledge matters

    Emily R. Fyfe, Bethany Rittle-Johnson, Marci S. DeCaro

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 104, Nº. 4, 2012, págs. 1094-1108

    • Resumen
    

  • It pays to be organized: Organizing arithmetic practice around equivalent values facilitates understanding of math equivalence

    Nicole M. McNeil, Dana L. Chesney, Percival G. Matthews, Emily R. Fyfe, Lori A. Petersen, April E. Dunwiddie, Mary C. Wheeler

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 104, Nº. 4, 2012, págs. 1109-1121

    • Resumen
    

  • Benefits of Practicing 4 = 2 + 2: Nontraditional Problem Formats Facilitate Children’s Understanding of Mathematical Equivalence

    Nicole M. McNeil, Emily R. Fyfe, Lori A. Petersen, April E. Dunwiddie, Heather Brletic-Shipley

    Child development, ISSN 0009-3920, Vol. 82, Nº. 5, 2011, págs. 1620-1633

    • Resumen
    

Esta página recoge referencias bibliográficas de materiales disponibles en los fondos de las Bibliotecas que participan en Dialnet. En ningún caso se trata de una página que recoja la producción bibliográfica de un autor de manera exhaustiva. Nos gustaría que los datos aparecieran de la manera más correcta posible, de manera que si detecta algún error en la información que facilitamos, puede hacernos llegar su Sugerencia / Errata.