Bethany Rittle-Johnson

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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.

Immediate Introduction to Multiple Procedures Supports Procedural Flexibility in Equation Solving

Jon R. Star, Kelley Durkin, Bethany Rittle-Johnson, 2010 .

Putting the "th" in Tenths: The Role of Labeling Decimals in Revealing Place Value Structure

Bethany Rittle-Johnson, Abbey Loehr, 2016, CogSci.

Comparison helps students learn to be better estimators

Jon R. Star, Bethany Rittle-Johnson, Martina Kenyon, 2010 .

Achievement Motivation and Strategy Selection during Exploratory Learning

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

The Effects of Self-Explanation and Practice on Strategy Use

Kelley Durkin, Bethany Rittle-Johnson, Katherine McEldoon, 2011, CogSci.

Erroneous Examples Versus Problem Solving: Can We Improve How Middle School Students Learn Decimals?

Richard E. Mayer, Bruce M. McLaren, Seiji Isotani, 2012, CogSci.

Promoting Flexible Problem Solving: The Effects of Direct Instruction and Self-Explaining

Bethany Rittle-Johnson, 2004 .

The Impact of a Comparison Curriculum in Algebra I: A Randomized Experiment.

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

Wait for it . . . Delaying Instruction Improves Mathematics Problem Solving: A Classroom Study

Bethany Rittle-Johnson, Emily R. Fyfe, Abbey M. Loehr, 2014, J. Probl. Solving.

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

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

Synthesis of IES-Funded Research on Mathematics: 2002-2013

Bethany Rittle-Johnson, Nancy C. Jordan, 2016 .

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..

Associations of magnitude comparison and number line estimation with mathematical competence

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

Slicing and Bouncing: Can Implicit Digital Games Support Transfer to Traditional Assessments as Well as Explicit Digital Games?.

Bethany Rittle-Johnson, Abbey M. Loehr, Melissa Sommefeld Gresalfi, 2016 .

Beyond numeracy in preschool: Adding patterns to the equation

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

Learning from comparison in algebra

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

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

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

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

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

The Effects of Feedback During Exploration Depend on Prior Knowledge

Bethany Rittle-Johnson, Emily Fyfe, 2012, CogSci.

The Role of Generating Versus Choosing an Error in Children's Later Error Correction

Bethany Rittle-Johnson, Abbey Loehr, Lisa Fazio, 2018, CogSci.

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

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

Are There Hidden Costs to Teaching Mathematics with Incorrect Examples?

Darren J. Yeo, Bethany Rittle-Johnson, Lisa K. Fazio, 2016, CogSci.

Can Erroneous Examples Help Middle-School Students Learn Decimals?

Richard E. Mayer, Bruce M. McLaren, Seiji Isotani, 2011, EC-TEL.

Diagrams benefit symbolic problem‐solving

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

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 .

Developing Conceptual and Procedural Knowledge of Mathematics

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

Eliciting explanations: Constraints on when self-explanation aids learning

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

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

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

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.

Exploring mathematics problems prepares children to learn from instruction.

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

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

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

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

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

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

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

Diagnosing misconceptions: Revealing changing decimal fraction knowledge.

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

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

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

Fostering Transfer of Knowledge in Education Settings

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

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 .

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.

Iterating between lessons on concepts and procedures can improve mathematics knowledge.

Bethany Rittle-Johnson, Kenneth Koedinger, 2009, The British journal of educational psychology.

Design matters: explorations of content and design in fraction games

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

An alternative time for telling: when conceptual instruction prior to problem solving improves mathematical knowledge.

Bethany Rittle-Johnson, Marci S DeCaro, Emily R Fyfe, 2014, The British journal of educational psychology.