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Emily R. Fyfe
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Concreteness fading in mathematics and science instruction: A systematic review
ER Fyfe, NM McNeil, JY Son, RL Goldstone
Educational psychology review 26 (1), 9-25, 2014
3102014
Early math trajectories: Low‐income children's mathematics knowledge from ages 4 to 11
B Rittle‐Johnson, ER Fyfe, KG Hofer, DC Farran
Child Development 88 (5), 1727-1742, 2017
1692017
“Concreteness fading” promotes transfer of mathematical knowledge
NM McNeil, ER Fyfe
Learning and Instruction 22 (6), 440-448, 2012
1582012
Benefits of practicing 4= 2+ 2: Nontraditional problem formats facilitate children’s understanding of mathematical equivalence
NM McNeil, ER Fyfe, LA Petersen, AE Dunwiddie, H Brletic‐Shipley
Child development 82 (5), 1620-1633, 2011
1232011
Feedback both helps and hinders learning: The causal role of prior knowledge.
ER Fyfe, B Rittle-Johnson
Journal of Educational Psychology 108 (1), 82, 2016
1152016
Emerging understanding of patterning in 4-year-olds
B Rittle-Johnson, ER Fyfe, LE McLean, KL McEldoon
Journal of Cognition and Development 14 (3), 376-396, 2013
1102013
Benefits of “concreteness fading” for children's mathematics understanding
ER Fyfe, NM McNeil, S Borjas
Learning and Instruction 35, 104-120, 2015
1042015
Beyond numeracy in preschool: Adding patterns to the equation
B Rittle-Johnson, ER Fyfe, AM Loehr, MR Miller
Early Childhood Research Quarterly 31, 101-112, 2015
862015
Arithmetic practice can be modified to promote understanding of mathematical equivalence.
NM McNeil, ER Fyfe, AE Dunwiddie
Journal of Educational Psychology 107 (2), 423, 2015
782015
An alternative time for telling: When conceptual instruction prior to problem solving improves mathematical knowledge
ER Fyfe, MS DeCaro, B Rittle‐Johnson
British journal of educational psychology 84 (3), 502-519, 2014
652014
The influence of relational knowledge and executive function on preschoolers’ repeating pattern knowledge
MR Miller, B Rittle-Johnson, AM Loehr, ER Fyfe
Journal of cognition and development 17 (1), 85-104, 2016
642016
Easy as ABCABC: Abstract language facilitates performance on a concrete patterning task
ER Fyfe, NM McNeil, B Rittle‐Johnson
Child development 86 (3), 927-935, 2015
622015
Improving conceptual and procedural knowledge: The impact of instructional content within a mathematics lesson
B Rittle‐Johnson, ER Fyfe, AM Loehr
British Journal of Educational Psychology 86 (4), 576-591, 2016
612016
It pays to be organized: Organizing arithmetic practice around equivalent values facilitates understanding of math equivalence.
NM McNeil, DL Chesney, PG Matthews, ER Fyfe, LA Petersen, ...
Journal of Educational Psychology 104 (4), 1109, 2012
612012
When feedback is cognitively-demanding: the importance of working memory capacity
ER Fyfe, MS DeCaro, B Rittle-Johnson
Instructional Science 43 (1), 73-91, 2015
572015
Providing feedback on computer-based algebra homework in middle-school classrooms
ER Fyfe
Computers in Human Behavior 63, 568-574, 2016
502016
Making “concreteness fading” more concrete as a theory of instruction for promoting transfer
ER Fyfe, MJ Nathan
Educational Review 71 (4), 403-422, 2019
462019
Wait for it... Delaying instruction improves mathematics problem solving: A classroom study
AM Loehr, ER Fyfe, B Rittle-Johnson
The Journal of Problem Solving 7 (1), 5, 2014
442014
Relations between patterning skill and differing aspects of early mathematics knowledge
ER Fyfe, JL Evans, LE Matz, KM Hunt, MW Alibali
Cognitive Development 44, 1-11, 2017
402017
The benefits of computer-generated feedback for mathematics problem solving
ER Fyfe, B Rittle-Johnson
Journal of Experimental Child Psychology 147, 140-151, 2016
382016
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