B. Rittle-Johnson

发表

Conceptual and Procedural Knowledge of Mathematics : Does One Lead to the Other ?

B. Rittle-Johnson, M. Alibali, Bethany Rittle-Johnson, 2004 .

Conceptual and procedural knowledge of mathematics: Does one lead to the other?

B. Rittle-Johnson, M. Alibali, Bethany Rittle-Johnson, 1999 .

In pursuit of knowledge: comparing self-explanations, concepts, and procedures as pedagogical tools.

Percival G. Matthews, B. Rittle-Johnson, Bethany Rittle-Johnson, 2009, Journal of experimental child psychology.

Promoting transfer: effects of self-explanation and direct instruction.

B. Rittle-Johnson, Bethany Rittle-Johnson, 2006, Child development.

Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations.

B. Rittle-Johnson, J. Star, Bethany Rittle-Johnson, 2007 .

The Power of Comparison in Mathematics Instruction: Experimental Evidence From Classrooms

Jon R. Star, Kelley Durkin, Bethany Rittle-Johnson, 2017 .

Developing Conceptual Understanding and Procedural Skill in Mathematics: An Iterative Process.

B. Rittle-Johnson, M. Alibali, R. Siegler, 2001 .

Compared With What? The Effects of Different Comparisons on Conceptual Knowledge and Procedural Flexibility for Equation Solving

B. Rittle-Johnson, J. Star, Bethany Rittle-Johnson, 2009 .

Flexibility in Problem Solving: The Case of Equation Solving.

B. Rittle-Johnson, J. Star, Bethany Rittle-Johnson, 2008 .

Developing procedural flexibility: are novices prepared to learn from comparing procedures?

B. Rittle-Johnson, J. Star, Kelley Durkin, 2012, The British journal of educational psychology.

The effectiveness of using incorrect examples to support learning about decimal magnitude.

B. Rittle-Johnson, Kelley Durkin, Bethany Rittle-Johnson, 2012 .

Is self-explanation worth the time? A comparison to additional practice.

B. Rittle-Johnson, Kelley Durkin, Katherine McEldoon, 2013, The British journal of educational psychology.

It pays to compare: an experimental study on computational estimation.

B. Rittle-Johnson, J. Star, Bethany Rittle-Johnson, 2009, Journal of experimental child psychology.

The Importance of Prior Knowledge When Comparing Examples: Influences on Conceptual and Procedural Knowledge of Equation Solving

B. Rittle-Johnson, J. Star, Kelley Durkin, 2009 .

Teacher and instructional characteristics related to students' gains in flexibility

B. Rittle-Johnson, J. Star, Kelley Durkin, 2015 .

Comparing Instructional Strategies for Integrating Conceptual and Procedural Knowledge.

K. Koedinger, B. Rittle-Johnson, 2002 .

Designing Knowledge Scaffolds to Support Mathematical Problem Solving

K. Koedinger, B. Rittle-Johnson, 2005 .

When feedback is cognitively-demanding: the importance of working memory capacity

Marci S. DeCaro, Bethany Rittle-Johnson, Emily R. Fyfe, 2015 .

The Role of Feedback Type and Working Memory Capacity During Problem Solving

Marci S. DeCaro, Emily R. Fyfe, B. Rittle-Johnson, 2014 .

The Effects of Feedback During Exploratory Mathematics Problem Solving: Prior Knowledge Matters

Marci S. DeCaro, Bethany Rittle-Johnson, Emily R. Fyfe, 2012 .

Not a One-Way Street: Bidirectional Relations Between Procedural and Conceptual Knowledge of Mathematics

B. Rittle-Johnson, Michael Schneider, J. Star, 2015, Educational Psychology Review.

Emerging Understanding of Patterning in 4-Year-Olds

Emily R. Fyfe, B. Rittle-Johnson, Katherine McEldoon, 2013 .

The roles of patterning and spatial skills in early mathematics development

B. Rittle-Johnson, Erica L. Zippert, Katherine L. Boice, 2019, Early Childhood Research Quarterly.

Measure for Measure: what Combining Diverse Measures Reveals About Children's Understanding of the Equal Sign as an Indicator of Mathematical Equality

Percival G. Matthews, B. Rittle-Johnson, Katherine McEldoon, 2012 .

Early Math Trajectories: Low-Income Children's Mathematics Knowledge From Ages 4 to 11.

Emily R. Fyfe, B. Rittle-Johnson, D. Farran, 2017, Child development.

Promoting self-explanation to improve mathematics learning: A meta-analysis and instructional design principles

B. Rittle-Johnson, Kelley Durkin, Abbey M Loehr, 2017 .

Relations among conceptual knowledge, procedural knowledge, and procedural flexibility in two samples differing in prior knowledge.

Michael Schneider, Bethany Rittle-Johnson, B. Rittle-Johnson, 2011, Developmental psychology.

The relation between conceptual and procedural knowledge in learning mathematics: A review

Robert S. Siegler, Bethany Rittle-Johnson, B. Rittle-Johnson, 2021, The Development of Mathematical Skills.

Exploring mathematics problems prepares children to learn from instruction.

Marci S. DeCaro, Bethany Rittle-Johnson, B. Rittle-Johnson, 2012, Journal of experimental child psychology.

Diagnosing misconceptions: Revealing changing decimal fraction knowledge.

Kelley Durkin, Bethany Rittle-Johnson, B. Rittle-Johnson, 2015 .

Assessing Knowledge of Mathematical Equivalence: A Construct-Modeling Approach.

Bethany Rittle-Johnson, Percival G. Matthews, Katherine L. McEldoon, 2011 .

Design matters: explorations of content and design in fraction games

Bethany Rittle-Johnson, Abbey Loehr, B. Rittle-Johnson, 2017, Educational Technology Research and Development.

Achievement motivation and knowledge development during exploratory learning

Marci S. DeCaro, B. Rittle-Johnson, D. DeCaro, 2015 .

Predicting Success on High-Stakes Math Tests From Preschool Math Measures Among Children From Low-Income Homes

Emily R. Fyfe, B. Rittle-Johnson, D. Farran, 2019, Journal of Educational Psychology.

Finding patterns in objects and numbers: Repeating patterning in pre-K predicts kindergarten mathematics knowledge.

B. Rittle-Johnson, Erica L. Zippert, A. Douglas, 2020, Journal of experimental child psychology.

The Influence of Relational Knowledge and Executive Function on Preschoolers’ Repeating Pattern Knowledge

Emily R. Fyfe, B. Rittle-Johnson, Abbey M Loehr, 2016 .

Continuity in Representation Between Children and Adults: Arithmetic Knowledge Hinders Undergraduates' Algebraic Problem Solving

Nicole M. McNeil, B. Rittle-Johnson, L. Petersen, 2010 .

Iterative Development of Conceptual and Procedural Knowledge in Mathematics Learning and Instruction

B. Rittle-Johnson, Bethany Rittle-Johnson, 2019, The Cambridge Handbook of Cognition and Education.

Comparison and Explanation of Multiple Strategies

B. Rittle-Johnson, J. Star, Kelley Durkin, 2016 .

Differences in fidelity of implementation measures: What videos and surveys reveal about algebra instruction

B. Rittle-Johnson, J. Star, Kelley Durkin, 2012 .

Not Just IQ: Patterning Predicts Preschoolers’ Math Knowledge Beyond Fluid Reasoning

B. Rittle-Johnson, Erica L. Zippert, Kelsey A. Clayback, 2019, Journal of Cognition and Development.

The home math environment: More than numeracy

B. Rittle-Johnson, Erica L. Zippert, Bethany Rittle-Johnson, 2018 .

Running Head: HOME MATH ENVIRONMENT: MORE THAN NUMERACY The Home Math Environment: More Than Numeracy Keywords: Broad mathematics knowledge; preschool; parents; numeracy knowledge; patterning skills; spatial skills; home math environment

B. Rittle-Johnson, Erica L. Zippert, A. Douglas, 2018 .

Learning from explaining: does it matter if mom is listening?

B. Rittle-Johnson, M. Saylor, Kathryn E Swygert, 2008, Journal of experimental child psychology.

Instruction Based on Self-Explanation

B. Rittle-Johnson, Abbey M Loehr, 2016 .

COMPARING SOLUTION STRATEGIES TO PROMOTE ALGEBRA LEARNING AND FLEXIBILITY

B. Rittle-Johnson, J. Star, Kelley Durkin, 2018 .

Not a One-Way Street: Bidirectional Relations Between Procedural and Conceptual Knowledge of Mathematics

B. Rittle-Johnson, J. Star, Michael Schneider, 2015, Educational Psychology Review.

When feedback is cognitively-demanding: the importance of working memory capacity

Marci S. DeCaro, Emily R. Fyfe, B. Rittle-Johnson, 2014, Instructional Science.

Using comparison of multiple strategies in the mathematics classroom: lessons learned and next steps

B. Rittle-Johnson, J. Star, Kelley Durkin, 2017, ZDM.

Promoting self-explanation to improve mathematics learning: A meta-analysis and instructional design principles

B. Rittle-Johnson, Kelley Durkin, Abbey M Loehr, 2017, ZDM.

Mathematics practice without feedback: A desirable difficulty in a classroom setting

Emily R. Fyfe, B. Rittle-Johnson, Bethany Rittle-Johnson, 2016, Instructional Science.

Design matters: explorations of content and design in fraction games

B. Rittle-Johnson, Abbey M Loehr, Isaac Nichols, 2017, Educational Technology Research and Development.

Assessing Elementary Students' Functional Thinking Skills: The Case of Function Tables

Bethany Rittle-Johnson, Katherine L. McEldoon, B. Rittle-Johnson, 2010 .

Putting the “th” in Tenths: Providing Place-Value Labels Helps Reveal the Structure of Our Base-10 Numeral System

B. Rittle-Johnson, Abbey M Loehr, 2017 .

Associations of magnitude comparison and number line estimation with mathematical competence

Bethany Rittle-Johnson, Michael Schneider, Clarissa A. Thompson, 2017 .

Developing Conceptual and Procedural Knowledge of Mathematics

Michael Schneider, Bethany Rittle-Johnson, B. Rittle-Johnson, 2015 .

Using Cognitive Models to Guide Instructional Design: The Case of Fraction Division

Kenneth R. Koedinger, Bethany Rittle-Johnson, K. Koedinger, 2001 .

Improving conceptual and procedural knowledge: The impact of instructional content within a mathematics lesson.

Emily R. Fyfe, B. Rittle-Johnson, Abbey M Loehr, 2016, The British journal of educational psychology.

When generating answers benefits arithmetic skill: the importance of prior knowledge.

B. Rittle-Johnson, Alexander Kmicikewycz, 2008, Journal of experimental child psychology.

The role of prior knowledge in the development of strategy flexibility: the case of computational estimation

Jon R. Star, Natasha Perova, Bethany Rittle-Johnson, 2009 .

Feedback Both Helps and Hinders Learning: The Causal Role of Prior Knowledge

Bethany Rittle-Johnson, Emily R. Fyfe, B. Rittle-Johnson, 2016 .

Eliciting explanations: Constraints on when self-explanation aids learning

B. Rittle-Johnson, Abbey M Loehr, Bethany Rittle-Johnson, 2016, Psychonomic Bulletin & Review.

Achievement Motivation and Strategy Selection during Exploratory Learning

Marci S. DeCaro, Marci DeCaro, Bethany Rittle-Johnson, 2013, CogSci.

Developing Mathematics Knowledge

B. Rittle-Johnson, Bethany Rittle-Johnson, 2017 .

Beyond numeracy in preschool: Adding patterns to the equation

Michael R. Miller, Bethany Rittle-Johnson, Emily R. Fyfe, 2015 .

Comparing and Discussing Multiple Strategies: An Approach to Improving Algebra Instruction

Jon R. Star, Kelley Durkin, Bethany Rittle-Johnson, 2021, The Journal of Experimental Education.

The role of recalling previous errors in middle-school children's learning.

Lisa K. Fazio, B. Rittle-Johnson, Abbey M Loehr, 2020, The British journal of educational psychology.

Mathematics practice without feedback: A desirable difficulty in a classroom setting

Bethany Rittle-Johnson, Emily R. Fyfe, B. Rittle-Johnson, 2017 .

The Power of Comparison in Learning and Instruction: Learning Outcomes Supported by Different Types of Comparisons

Jon R. Star, Bethany Rittle-Johnson, B. Rittle-Johnson, 2011 .

Learning to spell: variability, choice, and change in children's strategy use.

B. Rittle-Johnson, R. Siegler, R S Siegler, 1999, Child development.

Making algebra work: Instructional strategies that deepen student understanding, within and between representations

B. Rittle-Johnson, J. Star, 2009 .

Fostering Transfer of Knowledge in Education Settings

Vladimir M. Sloutsky, Andrew F. Heckler, Jon R. Star, 2007 .

Using erroneous examples to improve mathematics learning with a web-based tutoring system

Richard E. Mayer, Bruce M. McLaren, Seiji Isotani, 2014, Comput. Hum. Behav..

To Err Is Human, to Explain and Correct Is Divine: A Study of Interactive Erroneous Examples with Middle School Math Students

Richard E. Mayer, Bruce M. McLaren, Seiji Isotani, 2012, EC-TEL.

The benefits of computer-generated feedback for mathematics problem solving.

Bethany Rittle-Johnson, Emily R. Fyfe, B. Rittle-Johnson, 2016, Journal of experimental child psychology.

Easy as ABCABC: Abstract Language Facilitates Performance on a Concrete Patterning Task.

Bethany Rittle-Johnson, Emily R. Fyfe, Nicole M. McNeil, 2015, Child development.

Using comparison of multiple strategies in the mathematics classroom: lessons learned and next steps

B. Rittle-Johnson, J. Star, Kelley Durkin, 2017 .

Learning from comparison in algebra

Jon R. Star, Courtney Pollack, Kelley Durkin, 2013 .

Helping preschoolers learn math: The impact of emphasizing the patterns in objects and numbers.

B. Rittle-Johnson, Erica L. Zippert, A. Douglas, 2021, Journal of Educational Psychology.

Marginalized Students’ Perspectives on Instructional Strategies in Middle-School Mathematics Classrooms

B. Rittle-Johnson, Kelley Durkin, D. Farran, 2020 .

Eliciting explanations: Constraints on when self-explanation aids learning

Bethany Rittle-Johnson, Abbey M. Loehr, B. Rittle-Johnson, 2017, Psychonomic bulletin & review.

Developing and validating a measure of parental knowledge about early math development

B. Rittle-Johnson, Camille Msall, A. Douglas, 2023, Frontiers in Psychology.

Parents' numeracy beliefs and their early numeracy support: A synthesis of the literature.

B. Rittle-Johnson, Erica L. Zippert, A. Douglas, 2021, Advances in child development and behavior.

Diagrams benefit symbolic problem‐solving

Junyi Chu, Bethany Rittle-Johnson, Emily R. Fyfe, 2017, CogSci.

Parent-Child Talk about Early Numeracy

B. Rittle-Johnson, Erica L. Zippert, A. Douglas, 2019, Iris Journal of Scholarship.