Early Math Trajectories: Low-Income Children's Mathematics Knowledge From Ages 4 to 11.
- Published in:
- 2017
- By:
- Publication type:
- journal article
Works matching AU Rittle‐Johnson, Bethany
Results: 30
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Easy as ABCABC: Abstract Language Facilitates Performance on a Concrete Patterning Task.
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- Child Development, 2015, v. 86, n. 3, p. 927, doi. 10.1111/cdev.12331
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- Publication type:
- Article
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Promoting Transfer: Effects of Self-Explanation and Direct Instruction.
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- Child Development, 2006, v. 77, n. 1, p. 1, doi. 10.1111/j.1467-8624.2006.00852.x
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- Publication type:
- Article
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Learning to spell: variability, choice, and change in children's strategy use.
- Published in:
- 1999
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- Publication type:
- journal article
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Developing Mathematics Knowledge.
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- Child Development Perspectives, 2017, v. 11, n. 3, p. 184, doi. 10.1111/cdep.12229
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- Publication type:
- Article
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Comparing and Discussing Multiple Strategies: An Approach to Improving Algebra Instruction.
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- Journal of Experimental Education, 2023, v. 91, n. 1, p. 1, doi. 10.1080/00220973.2021.1903377
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- Publication type:
- Article
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Marginalized Students' Perspectives on Instructional Strategies in Middle-School Mathematics Classrooms.
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- Journal of Experimental Education, 2021, v. 89, n. 4, p. 569, doi. 10.1080/00220973.2020.1728513
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- Publication type:
- Article
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Does calling it "Morgan's way" reduce student learning? Evaluating the effect of person‐presentation during comparison and discussion of worked examples in mathematics classrooms.
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- Applied Cognitive Psychology, 2020, v. 34, n. 4, p. 825, doi. 10.1002/acp.3670
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- Publication type:
- Article
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Mathematics practice without feedback: A desirable difficulty in a classroom setting.
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- Instructional Science, 2017, v. 45, n. 2, p. 177, doi. 10.1007/s11251-016-9401-1
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- Publication type:
- Article
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When feedback is cognitively-demanding: the importance of working memory capacity.
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- Instructional Science, 2015, v. 43, n. 1, p. 73, doi. 10.1007/s11251-014-9323-8
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- Publication type:
- Article
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Eliciting explanations: Constraints on when self-explanation aids learning.
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- Psychonomic Bulletin & Review, 2017, v. 24, n. 5, p. 1501, doi. 10.3758/s13423-016-1079-5
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- Publication type:
- Article
12
What counts as STEM, and does it matter?
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- British Journal of Educational Psychology, 2024, v. 94, n. 1, p. 165, doi. 10.1111/bjep.12639
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- Publication type:
- Article
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The role of recalling previous errors in middle‐school children's learning.
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- British Journal of Educational Psychology, 2020, v. 90, n. 4, p. 997, doi. 10.1111/bjep.12341
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- Publication type:
- Article
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Diagrams benefit symbolic problem-solving.
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- British Journal of Educational Psychology, 2017, v. 87, n. 2, p. 273, doi. 10.1111/bjep.12149
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- Publication type:
- Article
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Improving conceptual and procedural knowledge: The impact of instructional content within a mathematics lesson.
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- British Journal of Educational Psychology, 2016, v. 86, n. 4, p. 576, doi. 10.1111/bjep.12124
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- Publication type:
- Article
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An alternative time for telling: When conceptual instruction prior to problem solving improves mathematical knowledge.
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- British Journal of Educational Psychology, 2014, v. 84, n. 3, p. 502, doi. 10.1111/bjep.12035
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- Publication type:
- Article
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Is self-explanation worth the time? A comparison to additional practice.
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- British Journal of Educational Psychology, 2013, v. 83, n. 4, p. 615, doi. 10.1111/j.2044-8279.2012.02083.x
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- Publication type:
- Article
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Developing procedural flexibility: Are novices prepared to learn from comparing procedures?
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- British Journal of Educational Psychology, 2012, v. 82, n. 3, p. 436, doi. 10.1111/j.2044-8279.2011.02037.x
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- Publication type:
- Article
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Iterating between lessons on concepts and procedures can improve mathematics knowledge.
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- British Journal of Educational Psychology, 2009, v. 79, n. 3, p. 483, doi. 10.1348/000709908X398106
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- Publication type:
- Article
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"He's Probably the Only Teacher I've Actually Learned From": Marginalized Students' Experiences With and Self-Perceptions of High School Mathematics.
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- American Educational Research Journal, 2024, v. 61, n. 5, p. 915, doi. 10.3102/00028312241266242
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- Article
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Designing Knowledge Scaffolds to Support Mathematical Problem Solving.
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- Cognition & Instruction, 2005, v. 23, n. 3, p. 313, doi. 10.1207/s1532690xci2303_1
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- Article
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Design matters: explorations of content and design in fraction games.
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- Educational Technology Research & Development, 2018, v. 66, n. 3, p. 579, doi. 10.1007/s11423-017-9557-7
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- Publication type:
- Article
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Not a One-Way Street: Bidirectional Relations Between Procedural and Conceptual Knowledge of Mathematics.
- Published in:
- Educational Psychology Review, 2015, v. 27, n. 4, p. 587, doi. 10.1007/s10648-015-9302-x
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- Article
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Predicting Marginalized Students' Mathematics Achievement in High School.
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- Journal of Cognition & Development, 2024, v. 25, n. 5, p. 732, doi. 10.1080/15248372.2024.2384547
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- Publication type:
- Article
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Not Just IQ: Patterning Predicts Preschoolers' Math Knowledge Beyond Fluid Reasoning.
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- Journal of Cognition & Development, 2019, v. 20, n. 5, p. 752, doi. 10.1080/15248372.2019.1658587
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- Publication type:
- Article
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Putting the “th” in Tenths: Providing Place-Value Labels Helps Reveal the Structure of Our Base-10 Numeral System.
- Published in:
- Journal of Cognition & Development, 2017, v. 18, n. 2, p. 226, doi. 10.1080/15248372.2016.1243118
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- Publication type:
- Article
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The Influence of Relational Knowledge and Executive Function on Preschoolers’ Repeating Pattern Knowledge.
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- Journal of Cognition & Development, 2016, v. 17, n. 1, p. 85, doi. 10.1080/15248372.2015.1023307
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- Publication type:
- Article
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Emerging Understanding of Patterning in 4-Year-Olds.
- Published in:
- Journal of Cognition & Development, 2013, v. 14, n. 3, p. 376, doi. 10.1080/15248372.2012.689897
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- Publication type:
- Article
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Continuity in Representation Between Children and Adults: Arithmetic Knowledge Hinders Undergraduates' Algebraic Problem Solving.
- Published in:
- Journal of Cognition & Development, 2010, v. 11, n. 4, p. 437, doi. 10.1080/15248372.2010.516421
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- Article
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Wait For It ... Delaying Instruction Improves Mathematics Problem Solving: A Classroom Study.
- Published in:
- Journal of Problem Solving, 2014, v. 7, n. 1, p. 36, doi. 10.7771/1932-6246.1166
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- Publication type:
- Article