Project Activities
The program provided fellows with opportunities to actively participate in research that focused on experimental methods for testing interventions to improve learning. Fellows gained experience in identifying key topics for investigation, analyzing data from studies, publishing in journals, presenting at conferences, and writing grant applications.
Key outcomes
As of 2020, Dr. Bailey was an associate professor in the School of Education at the University of California, Irvine. Dr. Braithwaite was an assistant professor of psychology at Florida State University, and Dr. Fazio was an assistant professor of psychology at Vanderbilt University in the Department of Psychology and Human Development.
People and institutions involved
IES program contact(s)
Completed fellows
Products and publications
Book chapter
Siegler, R.S., Fazio, L.K., and Pyke, A. (2011). There is Nothing so Practical as a Good Theory. In J.P. Mestre, and B.H. Ross (Eds.), The Psychology of Learning and Motivation, Volume 55: Cognition in Education (pp. 171-197). San Diego: Elsevier Academic Press.
Journal article, monograph, or newsletter
Bailey, D.H. (2014). What's the Point of Teaching Math in Preschool? The Brown Center Chalkboard (Brookings), 88.
Bailey, D.H., Siegler, R.S., and Geary, D.C. (2014). Early Predictors of Middle School Fraction Knowledge. Developmental Science, 17(5): 775-785.
Bailey, D.H., Watts, T.W., Littlefield, A K., and Geary, D.C. (2014). State and Trait Effects on Individual Differences in Children's Mathematical Development. Psychological Science, 25(11): 2017-2026.
Bailey, D.H., Zhou, X., Zhang, Y., Cui, J., Fuchs, L.S., Jordan, N.C., Gersten, R., and Siegler, R.S. (2015). Development of Fraction Concepts and Procedures in US and Chinese Children. Journal of Experimental Child Psychology, 129: 68-83.
Braithwaite, D. W., and Siegler, R. S. (2018). Developmental Changes in the Whole Number Bias. Developmental Science, 21(2), e12541.
Braithwaite, D. W., Pyke, A. A., and Siegler, R. S. (2017). A Computational Model of Fraction Arithmetic. Psychological Review, 124(5), 603.
Braithwaite, D. W., Tian, J., and Siegler, R. S. (2018). Do Children Understand Fraction Addition?. Developmental Science, 21(4), e12601.
Fazio, L.K., and Siegler, R.S. (2013). Microgenetic Learning Analysis: A Distinction Without a Difference: Commentary on Parnafes and DiSessa. Human Development, 56(1): 52-58.
Fazio, L.K., Bailey, D.H., Thompson, C.A., and Siegler, R.S. (2014). Relations of Different Types of Numerical Magnitude Representations to Each Other and to Mathematics Achievement. Journal of Experimental Child Psychology, 123: 53-72.
Fazio, L.K., DeWolf, M., and Siegler, R.S. (2016). Strategy Use and Strategy Choice in Fraction Magnitude Comparison. Journal of Experimental Psychology: Human Perception and Performance, 42(1): 1-16.
Siegler, R. S., and Braithwaite, D. W. (2017). Numerical Development. Annual Review of Psychology, 68, 187-213.
Siegler, R.S., Fazio, L.K., Bailey, D.H., and Zhou, X. (2013). Fractions: The New Frontier for Theories of Numerical Development. Trends in Cognitive Science, 17(1): 13-19.
Nongovernment report, issue brief, or practice guide
Fazio, L., and Siegler, R. (2012). Teaching Fractions, Volume 22 of Educational Practices Series. Geneva: UNESCO's International Bureau of Education.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
