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Bethany Rittle-Johnson
Bethany Rittle-Johnson
Professor of Psychology, Vanderbilt University
Adresă de e-mail confirmată pe vanderbilt.edu
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Developing conceptual understanding and procedural skill in mathematics: An iterative process.
B Rittle-Johnson, RS Siegler, MW Alibali
Journal of educational psychology 93 (2), 346, 2001
17472001
Conceptual and procedural knowledge of mathematics: Does one lead to the other?
B Rittle-Johnson, MW Alibali
Journal of educational psychology 91 (1), 175, 1999
10421999
Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations.
B Rittle-Johnson, JR Star
Journal of Educational Psychology 99 (3), 561, 2007
8062007
Developing conceptual and procedural knowledge of mathematics
B Rittle-Johnson, M Schneider
6122014
Promoting transfer: Effects of self‐explanation and direct instruction
B Rittle‐Johnson
Child development 77 (1), 1-15, 2006
5952006
The relation between conceptual and procedural knowledge in learning mathematics: A review
B Rittle-Johnson, RS Siegler
The development of mathematical skills, 75-110, 2022
4862022
Not a one-way street: Bidirectional relations between procedural and conceptual knowledge of mathematics
B Rittle-Johnson, M Schneider, JR Star
Educational Psychology Review 27, 587-597, 2015
4212015
Compared with what? The effects of different comparisons on conceptual knowledge and procedural flexibility for equation solving.
B Rittle-Johnson, JR Star
Journal of Educational Psychology 101 (3), 529, 2009
4192009
The importance of prior knowledge when comparing examples: Influences on conceptual and procedural knowledge of equation solving.
B Rittle-Johnson, JR Star, K Durkin
Journal of Educational Psychology 101 (4), 836, 2009
3722009
Learning to spell: Variability, choice, and change in children's strategy use
B Rittle‐Johnson, RS Siegler
Child development 70 (2), 332-348, 1999
3611999
Relations among conceptual knowledge, procedural knowledge, and procedural flexibility in two samples differing in prior knowledge.
M Schneider, B Rittle-Johnson, JR Star
Developmental psychology 47 (6), 1525, 2011
3542011
The effectiveness of using incorrect examples to support learning about decimal magnitude
K Durkin, B Rittle-Johnson
Learning and Instruction 22 (3), 206-214, 2012
3432012
Flexibility in problem solving: The case of equation solving
JR Star, B Rittle-Johnson
Learning and instruction 18 (6), 565-579, 2008
3392008
Early math trajectories: Low‐income children's mathematics knowledge from ages 4 to 11
B Rittle‐Johnson, ER Fyfe, KG Hofer, DC Farran
Child development 88 (5), 1727-1742, 2017
2492017
The roles of patterning and spatial skills in early mathematics development
B Rittle-Johnson, EL Zippert, KL Boice
Early Childhood Research Quarterly 46, 166-178, 2019
2482019
Assessing knowledge of mathematical equivalence: A construct-modeling approach.
B Rittle-Johnson, PG Matthews, RS Taylor, KL McEldoon
Journal of Educational Psychology 103 (1), 85, 2011
2452011
It pays to compare: An experimental study on computational estimation
JR Star, B Rittle-Johnson
Journal of Experimental Child Psychology 102 (4), 408-426, 2009
2332009
Exploring mathematics problems prepares children to learn from instruction
MS DeCaro, B Rittle-Johnson
Journal of experimental child psychology 113 (4), 552-568, 2012
2202012
Designing knowledge scaffolds to support mathematical problem solving
B Rittle-Johnson, KR Koedinger
Cognition and Instruction 23 (3), 313-349, 2005
2152005
The effects of feedback during exploratory mathematics problem solving: Prior knowledge matters.
ER Fyfe, B Rittle-Johnson, MS DeCaro
Journal of educational psychology 104 (4), 1094, 2012
2002012
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