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Darcy Hallett

B.A. (Hons.), M.A., Ph.D. University of British Columbia

Associate Professor

 
Office: SN3077
Phone:(709) 864-4871
Email: darcy@mun.ca
Lab: http://dogsbody.psych.mun.ca/rcdmc/
 
Affiliations: Developmental

 

Research Interests

 

Darcy Hallett

 

 

My primary research interests concern mathematical cognition. As a Developmental Psychologist, I am particularly interested in how children’s mathematical knowledge develops as they progress through school. Many aspects of mathematical cognition fascinate me, and I am also interested in how to apply this knowledge to improve mathematics teaching and learning. My current projects focus on children’s conceptual and procedural knowledge regarding fractions as well as the investigation of individual differences in how children develop their mathematic cognition. More specifically, I explore the varying developmental pathways that lead to the different approaches taken by children when solving a math problem.

I also have an ongoing interest in adolescent identity development, particularly in Canadian Aboriginals. My work in this area considers how differences in community attempts to regain identity are related to suicide rates and school drop-out rates. I also have a separate research program concerns the epistemological development of adolescents and young adults. This research explores the implicit ways used by people to decide what constitutes “truth”, and how that changes over time.

Student Mentoring

Graduate Students: I am currently recruiting graduate students who are interested inconducting research in mathematical cognition. Students would have the opportunity to develop their own research project but would also be welcome to be a part of my current research program. Students wanting to pursue a project in my other research areas (Identity Development and Epistemological Development) are also welcome to apply. Prospective students are encouraged to contact me once they have checked, by reading the above “Research Interests” section, that their interests are compatible with my interests and expertise.

Honours Students: I welcome the opportunity to supervise Honours projects. Students who are interested in mathematical cognition, identity development, epistemological development, or something related to these areas of research should contact me and set up an appointment. Students will receive hands-on experience in all aspects of study design, data collection, data analysis and presentation of research results.

Background

I received my Ph.D. in Developmental Psychology, with a minor in Psychometrics, from the University of British Columbia under the supervision of Michael Chandler. After finishing my Ph.D., but before coming to Memorial, I also completed a two-year SSHRC Post-doctoral Fellowship at the University of Oxford working with Terezinha Nunes and Peter Bryant.

Publications

Hallett, D., Nunes, T., & Bryant, P. (in press). Individual differences in conceptual and procedural knowledge when learning fractions. Journal of Educational Psychology.

Nunes, T., Bryant, P., Hallett, D., Bell, D., & Evans, D. (2009). Teaching Children about the Inverse Relation between Addition and Subtraction. Mathematical Thinking and Learning, 11(1-2), 61-78.

Nunes, T., Bryant, P., Burman, D., Bell, D., Evans, D., & Hallett, D. (2009). Deaf children’s informal knowledge of multiplicative reasoning. Journal of Deaf Studies and Deaf Education, 14(2), 260-277.

Hallett, D., Want, S. C., Chandler, M. J., Koopman, L. L., Flores, J. P., & Gehrke, E. C. (2008). Identity in flux: Changing ethnic identification and school attrition in Aboriginal youth. Applied Developmental Psychology, 29(1), 62-75.

Hallett, D., Chandler, M. J., & Lalonde, C. E. (2007). Aboriginal language knowledge and youth suicide: A further look at cultural continuity. Cognitive Development, 22(3): 392-399.

Thorpe, C. M., Hallett, D., & Wilkie, D. M. (2007). The role of spatial and temporal information in learning interval time-place tasks. Behavioural Processes, 75(1), 55-65.

Chandler, M. J., Lalonde, C. E., Sokol, B. W., & Hallett, D. (2003). Personal persistence, identity development, and suicide: A study of Native and non-Native North American adolescents. Monographs of the Society for Research in Child Development, 68(2, Serial No. 273).

Hallett, D., Chandler, M. J., & Krettenauer, T. (2002). Disentangling the course of epistemic development: Parsing knowledge by epistemic content. New Ideas in Psychology, 20: 285 - 307.

Chandler, M. J., Hallett, D., & Sokol, B. W. (2002). Competing claims about competing knowledge claims. B.K. Hofer & P.R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 145 - 168). Mahwah, New Jersey: Lawrence Erlbaum Associates.

Chandler, M. J., Sokol, B. W., & Hallett, D. (2001). "Moral responsibility and the interpretive turn: Children's changing conceptions of truth and rightness." In B. Malle, L. Moses, & D. Baldwin, (Eds.), Intentions and intentionality: Foundations of social cognition (pp. 345 - 365). Cambridge: MIT Press.

Conway, L. G., Schaller, M., Tweed, R. G., & Hallett, D. (2001). The complexity of thinking across cultures: The importance of knowledge domain and social context. Social Cognition, 19(3): 228 - 250.

Recent Presentations

Hallett, D. (2009, June). The implications of symbolic systems and non-symbolic systems in fraction understanding. In S. Mantyka (Chair), Numeracy/Math Education Sessions. Symposium conducted at the Canadian Mathematics Society Summer Meeting, St. John’s, NL.

Hallett, D., Smith, P., Canning, A., & Snow, C. (2009, April). Math facts, automaticity, and fractions ability in grade 6 children. Poster to be presented at the biennial meeting of the Society for Research in Child Development, Denver, Colorado.

Smith, P., Hallett, D., Canning, A., & Snow, C. (2009, April). Differing profiles in the conceptual and procedural understanding of fractions. Poster to be presented at the biennial meeting of the Society for Research in Child Development, Denver, Colorado.

Hallett, D. (2008). Effect of fraction situations and individual differences: A review of recent research regarding children’s understanding of fractions. In Proceedings of Topic Study Group 10 at the 11th International Congress on Mathematical Education, Monterrey, Mexico, 6-13 July 2008 (pp. 17-26).

Hallett, D., Nunes, T., & Bryant, P. (2008, June). Different profiles of fractions understanding in British children: A cluster analysis. Paper presented at the annual meeting of the Jean Piaget Society, Québec City, Québec

Hallett, D. (2007, June). Conceptual and procedural knowledge: The case of mathematical cognition. Paper presented at the annual meeting of the Jean Piaget Society, Amsterdam, The Netherlands.

Hallett, D., Nunes, T., Bryant, P., Bell, D., & Evans, D. (2007, June). Individual Differences in Conceptual and Procedural Understanding of Mathematics. Poster presented at the annual meeting of the Jean Piaget Society, Amsterdam, The Netherlands.

Hallett, D. (2007, February). Individual Differences in the Learning of Fractions: The Varying Roles of Conceptual and Procedural Knowledge. Invited paper given at the University of Nottingham.

Bell, D., Evans, D., and Hallett D. (2006, September). Children’s understanding of inversion and its relation to arithmetic skill: An intervention study. Paper presented at the annual meeting of the British Psychological Society – Developmental Section, London, United Kingdom.

Hallett, D., Flores, J. P, Koopman, L. L., & Chandler, M. J. (2005, April). Aboriginal language knowledge and youth suicide: A further look at cultural continuity. Poster presented at the biennial meeting of the Society for Research in Child Development, Atlanta, Georgia.

Hallett, D., Gehrke, E. C., Koopman, L. L., & Chandler, M. J. (2005, April). The potential effect of community-level cultural continuity on school drop-out rates among Canada's First Nations' youth. Poster session presented at the biennial meeting of the Society for Research in Child Development, Atlanta, Georgia.

Want, S., Koopman, L. L., Hallett, D., Gehrke, E. C., & Flores, J. P. (2004, June). Ethnic identification in Aboriginal youth. Poster session presented at the annual meeting of the Jean Piaget Society, Toronto, Ontario.

Hallett, D., Iarocci, G., Want, S., Koopman, L. L., & Gehrke, E. C. (2004, June). School Drop-out Rates and Cultural Continuity: Community-level protective factors in Canada's First Nations' youth. Poster session presented at the annual meeting of the Jean Piaget Society, Toronto, Ontario.

Hallett, D., Chandler, M. J., & Gehrke, E. C. (2004, May). Cultural continuity and school drop-out rates: The protective effects of community-level factors on Canada's First Nations' youth. Poster session presented at The Saskatchewan Workshop on Culture and Human Development, Saskatoon, Saskatchewan.

Hallett, D. (2003, June). Epistemological recursion regarding institutional and brute facts in adolescence and young adulthood. Paper presented at the annual meeting of the Jean Piaget Society, Chicago, Illinois.

Hallett, D., Chandler, M. J., Lalonde, C. E., Desroches, J. L., Iarocci, G., & Koopman, L. L. (2003, June). Cultural continuity and community control as a hedge against social harm: A look at school achievement and drop-out rates in Canada’s First Nations’ youth. Paper presented at the annual meeting of the Jean Piaget Society, Chicago, Illinois.

Phillips, J., Hallett, D., Teucher, U., & Chandler, M. J. (2003, April). Remember the Twenty Statements Test? Identity development in Aboriginal and non-Aboriginal youth. Poster session presented at the biennial meeting of the Society for Research in Child Development, Tampa, Florida.

Hallett, D., Chandler, M. J., Lalonde, C. E., Desroches, J. L., Iarocci, G., & Koopman, L. L. (2003, January). Cultural continuity and community control as determinants of school success and retention rates among Canada's First Nations youth. Paper presented at the Hawaii International Conference on Education, Honolulu, Hawaii.

Hallett, D. & Chandler, M. J. (2002, June). Epistemological recursion: Epistemic development regarding institutional facts versus brute facts. Paper presented at the annual meeting of the Jean Piaget Society, Philadelphia, Pennsylvania.

Fennell, C. T., Hallett, D., & Bélanger, J. (2002, June). Relating language and theory of mind: The case of bilingual children. Poster session presented at the annual meeting of the Jean Piaget Society, Philadelphia, Pennsylvania.

Hallett, D., Sokol, B. W., & Chandler, M. J. (2002, June). The sub-text of adolescent identity formation: A text analysis of adolescent interviews. Poster session presented at the annual meeting of the Jean Piaget Society, Philadelphia, Pennsylvania.

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