The Effects of Feedback during Exploratory Mathematics Problem Solving: Prior Knowledge Matters von Fyfe, Emily R, Rittle-Johnson, Bethany, DeCaro, Marci S

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Links between repeating and growing pattern knowledge and math outcomes in children and adults von Borriello, Giulia A., Grenell, Amanda, Vest, Nicholas A., Moore, Kyler, Fyfe, Emily R.

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Diagrams benefit symbolic problem‐solving von Chu, Junyi, Rittle‐Johnson, Bethany, Fyfe, Emily R.

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Feedback Both Helps and Hinders Learning: The Causal Role of Prior Knowledge von Fyfe, Emily R., Rittle-Johnson, Bethany

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Providing feedback on computer-based algebra homework in middle-school classrooms von Fyfe, Emily R.

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Learning From Failure: The Roles of Self-Focused Feedback, Task Expectations, and Subsequent Instruction von Gok, Sebahat, Fyfe, Emily R.

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High variability in learning materials benefits children's pattern practice von Zhang, Tongyao, Fyfe, Emily R

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Right or wrong? How feedback content and source influence children’s mathematics performance and persistence von Merrick, Megan, Fyfe, Emily R.

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Feelings on feedback: Children’s emotional responses during mathematics problem solving von Merrick, Megan, Fyfe, Emily R.

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Role of inhibitory control in adults’ mathematical equivalence knowledge von Grenell, Amanda, Fyfe, Emily R.

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Early Math Trajectories: Low-Income Children's Mathematics Knowledge From Ages 4 to 11 von Rittle-Johnson, Bethany, Hofer, Kerry G., Fyfe, Emily R., Farran, Dale C.

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The Benefits of a Metacognitive Lesson on Children's Understanding of Mathematical Equivalence, Arithmetic, and Place Value von Fyfe, Emily R., Byers, Collin, Nelson, Lindsey J.

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A developmental perspective on feedback: How corrective feedback influences children's literacy, mathematics, and problem solving von Fyfe, Emily R., Borriello, Giulia A., Merrick, Megan

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Concreteness Fading in Mathematics and Science Instruction: a Systematic Review von Fyfe, Emily R., McNeil, Nicole M., Son, Ji Y., Goldstone, Robert L.

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Children’s confidence on mathematical equivalence and fraction problems von Grenell, Amanda, Butts, Jacob R., Levine, Susan C., Fyfe, Emily R.

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Are you inspired or overwhelmed? The benefits of teachers setting challenging expectations von Mills, Robert J., Fyfe, Emily R., Beaulieu, Tanya, Mills, Maddy

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The benefits of computer-generated feedback for mathematics problem solving von Fyfe, Emily R., Rittle-Johnson, Bethany

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Predicting Success on High-Stakes Math Tests From Preschool Math Measures Among Children From Low-Income Homes von Fyfe, Emily R., Rittle-Johnson, Bethany, Farran, Dale C.

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Making "concreteness fading" more concrete as a theory of instruction for promoting transfer von Fyfe, Emily R., Nathan, Mitchell J.

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“Concreteness fading” promotes transfer of mathematical knowledge von McNeil, Nicole M., Fyfe, Emily R.

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