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Journal of Curriculum Studies : JCS|June 23, 2025
Repeating and Growing Patterns in Early Mathematics TextbooksAmanda Grenell, Ellie Hine, Emily R FyfeJournal of Educational Psychology|May 5, 2023
The benefits of a metacognitive lesson on children's understanding of mathematical equivalence, arithmetic, and place valueEmily R Fyfe, Collin Byers, Lindsey J NelsonThe British Journal of Educational Psychology|March 17, 2017
Diagrams benefit symbolic problem-solvingJunyi Chu, Bethany Rittle-Johnson, Emily R FyfeJournal of Experimental Child Psychology|February 1, 2020
ABBABB or 1212: Abstract language facilitates children's early patterning skillsMara E Flynn, Taylor P Guba, Emily R FyfeThe British Journal of Educational Psychology|August 10, 2016
Improving conceptual and procedural knowledge: The impact of instructional content within a mathematics lessonBethany Rittle-Johnson, Emily R Fyfe, Abbey M LoehrThe British Journal of Educational Psychology|February 6, 2014
An alternative time for telling: when conceptual instruction prior to problem solving improves mathematical knowledgeEmily R Fyfe, Marci S DeCaro, Bethany Rittle-JohnsonChild Development|January 10, 2015
Easy as ABCABC: Abstract Language Facilitates Performance on a Concrete Patterning TaskEmily R Fyfe, Nicole M McNeil, Bethany Rittle-JohnsonOpen Mind : Discoveries in Cognitive Science|March 4, 2024
Expecting the Unexpected: Infants Use Others' Surprise to Revise Their Own ExpectationsYang Wu, Megan Merrick, Hyowon GweonCognitive Development|April 8, 2022
Children's confidence using incorrect strategies on mathematical equivalence problemsAmanda Grenell, Lindsey J Nelson, Bailey Gardner, et al.Journal of Experimental Child Psychology|July 23, 2024
Children's confidence on mathematical equivalence and fraction problemsAmanda Grenell, Jacob R Butts, Susan C Levine, et al.Pageof 4