Emily R Fyfe
Datos Biográficos
| ID | 2746032 |
|---|---|
| NOMBRE | Emily R Fyfe |
| NOMBRES | Emily R |
| APELLIDO | Fyfe |
| FIRMA | FYFE E R |
| AFILIACIONES | Indiana University |
| ORCID | 0000-0002-5420-360X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 18 |
| TOTAL DE CITAS | 20 |
| TOTAL COMO AUTOR | 18 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2014 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
The Negative Effects of Self‐Focused Feedback on Mathematics Problem Solving
Current theories offer competing hypotheses on whether feedback that includes the word “you” is beneficial for learning. We examined the effects of this self‐focused feedback on college students' problem solving. In Study 1, U.S. students ( N = 274, M age = 19.5 years) completed an online experiment in which they practiced probability problems in one of four conditions: with no feedback or self‐focused feedback, and in an evaluative context or a …
Not All Math Activities Are Equal in Terms of Gender Stereotypes
The "math as male" stereotype is societally pervasive and emerges early in development. However, math is a broad and multifaceted domain that requires proficiency in several different cognitive skills. The current study explored the gender stereotypes associated with toys linked to the cognitive skills of numeracy, spatial reasoning, and patterning. Across three studies ( N = 878), adults viewed toys associated with each cognitive skill and repor…
Multimedia effects in initial instruction and feedback on problem solving
Repeating and growing patterns in early mathematics textbooks
There has been increased attention to the role of explicit pattern tasks in early mathematics learning, with growing recommendations to incorporate more pattern tasks in standards and curricula. One critical piece of this discussion is to consider whether the pattern tasks currently presented in formal curricula materials align with the research on the development of children's early patterning skills. In the current paper, we quantified the prev…
The role of patterning skill in cognitive development and learning
ManyClasses 2
We conducted a ManyClasses study in 30 different classes, where student participants (n = 1,571) were assigned to watch two online lecture videos, and one of these videos (order randomized) was immediately preceded by ungraded multiple-choice prequestions, with no feedback or answers shown. In the laboratory, decades of research have observed that prequestions reliably improve learning from subsequent instruction when compared to instruction not …
Spontaneous focus on patterns and arithmetic skill in 4- to 6-year-old children
Are you inspired or overwhelmed? The benefits of teachers setting challenging expectations
Links between repeating and growing pattern knowledge and math outcomes in children and adults
This study examined repeating and growing pattern knowledge and their associations with procedural and conceptual arithmetic knowledge in a sample of U.S. children (N = 185; M age = 79.5 months; 55% female; 88% White) and adults (N = 93; M age = 19.5 years; 62% female; 66% White) from 2019 to 2020. Three key findings emerged: (1) repeating pattern tasks were easier than growing pattern tasks, (2) repeating pattern knowledge robustly predicted pro…
The benefits of a metacognitive lesson on children’s understanding of mathematical equivalence, arithmetic, and place value
Metacognition is theorized to play a central role in children's mathematics learning. The primary goal of the current study was to provide experimental evidence in support of this role with elementary school students learning about mathematical equivalence. The final sample included 135 children (59 first-graders and 76 second-graders) who participated in the study across three sessions in their classrooms. They completed a pretest during session…
Developmental differences in children's and adults’ strategies on a repeating pattern task
This is easy, you can do it! Feedback during mathematics problem solving is more beneficial when students expect to succeed
Learning from an avatar video instructor
Teachers often produce gestures, and, in some cases, students mimic their teachers’ gestures and adopt them into their own repertoires. However, little research has explored the role of gesture mimicry in technology-based learning contexts. In this research, we examined variations in the rate and form of students’ gestures when learning from a computer-animated pedagogical avatar. Twenty-four middle school students received a lesson on polynomial…
Early Math Trajectories
Early mathematics knowledge is a strong predictor of later academic achievement, but children from low-income families enter school with weak mathematics knowledge. An early math trajectories model is proposed and evaluated within a longitudinal study of 517 low-income American children from ages 4 to 11. This model includes a broad range of math topics, as well as potential pathways from preschool to middle grades mathematics achievement. In pre…
Diagrams benefit symbolic problem‐solving
BACKGROUND: The format of a mathematics problem often influences students' problem-solving performance. For example, providing diagrams in conjunction with story problems can benefit students' understanding, choice of strategy, and accuracy on story problems. However, it remains unclear whether providing diagrams in conjunction with symbolic equations can benefit problem-solving performance as well. AIMS: We tested the impact of diagram presence …
Improving conceptual and procedural knowledge
BackgroundStudents, parents, teachers, and theorists often advocate for direct instruction on both concepts and procedures, but some theorists suggest that including instruction on procedures in combination with concepts may limit learning opportunities and student understanding.AimsThis study evaluated the effect of instruction on a math concept and procedure within the same lesson relative to a comparable amount of instruction on the concept al…
Beyond numeracy in preschool
An alternative time for telling
BackgroundThe sequencing of learning materials greatly influences the knowledge that learners construct. Recently, learning theorists have focused on the sequencing of instruction in relation to solving related problems. The general consensus suggests explicit instruction should be provided; however, when to provide instruction remains unclear.AimsWe tested the impact of conceptual instruction preceding or following mathematics problem solving to…
Beyond numeracy in preschool
An alternative time for telling
BackgroundThe sequencing of learning materials greatly influences the knowledge that learners construct. Recently, learning theorists have focused on the sequencing of instruction in relation to solving related problems. The general consensus suggests explicit instruction should be provided; however, when to provide instruction remains unclear.AimsWe tested the impact of conceptual instruction preceding or following mathematics problem solving to…
Improving conceptual and procedural knowledge
BackgroundStudents, parents, teachers, and theorists often advocate for direct instruction on both concepts and procedures, but some theorists suggest that including instruction on procedures in combination with concepts may limit learning opportunities and student understanding.AimsThis study evaluated the effect of instruction on a math concept and procedure within the same lesson relative to a comparable amount of instruction on the concept al…
An alternative time for telling
BackgroundThe sequencing of learning materials greatly influences the knowledge that learners construct. Recently, learning theorists have focused on the sequencing of instruction in relation to solving related problems. The general consensus suggests explicit instruction should be provided; however, when to provide instruction remains unclear.AimsWe tested the impact of conceptual instruction preceding or following mathematics problem solving to…
Beyond numeracy in preschool
Improving conceptual and procedural knowledge
BackgroundStudents, parents, teachers, and theorists often advocate for direct instruction on both concepts and procedures, but some theorists suggest that including instruction on procedures in combination with concepts may limit learning opportunities and student understanding.AimsThis study evaluated the effect of instruction on a math concept and procedure within the same lesson relative to a comparable amount of instruction on the concept al…
Early Math Trajectories
Early mathematics knowledge is a strong predictor of later academic achievement, but children from low-income families enter school with weak mathematics knowledge. An early math trajectories model is proposed and evaluated within a longitudinal study of 517 low-income American children from ages 4 to 11. This model includes a broad range of math topics, as well as potential pathways from preschool to middle grades mathematics achievement. In pre…
Diagrams benefit symbolic problem‐solving
BACKGROUND: The format of a mathematics problem often influences students' problem-solving performance. For example, providing diagrams in conjunction with story problems can benefit students' understanding, choice of strategy, and accuracy on story problems. However, it remains unclear whether providing diagrams in conjunction with symbolic equations can benefit problem-solving performance as well. AIMS: We tested the impact of diagram presence …
This is easy, you can do it! Feedback during mathematics problem solving is more beneficial when students expect to succeed
Learning from an avatar video instructor
Teachers often produce gestures, and, in some cases, students mimic their teachers’ gestures and adopt them into their own repertoires. However, little research has explored the role of gesture mimicry in technology-based learning contexts. In this research, we examined variations in the rate and form of students’ gestures when learning from a computer-animated pedagogical avatar. Twenty-four middle school students received a lesson on polynomial…
The benefits of a metacognitive lesson on children’s understanding of mathematical equivalence, arithmetic, and place value
Metacognition is theorized to play a central role in children's mathematics learning. The primary goal of the current study was to provide experimental evidence in support of this role with elementary school students learning about mathematical equivalence. The final sample included 135 children (59 first-graders and 76 second-graders) who participated in the study across three sessions in their classrooms. They completed a pretest during session…
Developmental differences in children's and adults’ strategies on a repeating pattern task
Links between repeating and growing pattern knowledge and math outcomes in children and adults
This study examined repeating and growing pattern knowledge and their associations with procedural and conceptual arithmetic knowledge in a sample of U.S. children (N = 185; M age = 79.5 months; 55% female; 88% White) and adults (N = 93; M age = 19.5 years; 62% female; 66% White) from 2019 to 2020. Three key findings emerged: (1) repeating pattern tasks were easier than growing pattern tasks, (2) repeating pattern knowledge robustly predicted pro…
Are you inspired or overwhelmed? The benefits of teachers setting challenging expectations
Multimedia effects in initial instruction and feedback on problem solving
Repeating and growing patterns in early mathematics textbooks
There has been increased attention to the role of explicit pattern tasks in early mathematics learning, with growing recommendations to incorporate more pattern tasks in standards and curricula. One critical piece of this discussion is to consider whether the pattern tasks currently presented in formal curricula materials align with the research on the development of children's early patterning skills. In the current paper, we quantified the prev…
The role of patterning skill in cognitive development and learning
ManyClasses 2
We conducted a ManyClasses study in 30 different classes, where student participants (n = 1,571) were assigned to watch two online lecture videos, and one of these videos (order randomized) was immediately preceded by ungraded multiple-choice prequestions, with no feedback or answers shown. In the laboratory, decades of research have observed that prequestions reliably improve learning from subsequent instruction when compared to instruction not …
Spontaneous focus on patterns and arithmetic skill in 4- to 6-year-old children
The Negative Effects of Self‐Focused Feedback on Mathematics Problem Solving
Current theories offer competing hypotheses on whether feedback that includes the word “you” is beneficial for learning. We examined the effects of this self‐focused feedback on college students' problem solving. In Study 1, U.S. students ( N = 274, M age = 19.5 years) completed an online experiment in which they practiced probability problems in one of four conditions: with no feedback or self‐focused feedback, and in an evaluative context or a …
Not All Math Activities Are Equal in Terms of Gender Stereotypes
The "math as male" stereotype is societally pervasive and emerges early in development. However, math is a broad and multifaceted domain that requires proficiency in several different cognitive skills. The current study explored the gender stereotypes associated with toys linked to the cognitive skills of numeracy, spatial reasoning, and patterning. Across three studies ( N = 878), adults viewed toys associated with each cognitive skill and repor…
Psychology (13 obras) · Mathematics education (11 obras) · Cognitive and developmental aspects of mathematical skills (10 obras) · Mathematics Education and Teaching Techniques (10 obras) · Computer Science (9 obras) · Mathematics (5 obras) · Visual and Cognitive Learning Processes (5 obras) · Cognition (4 obras) · Developmental psychology (4 obras) · Artificial Intelligence (3 obras)