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 | 1312 | 2001 |

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 | 782 | 1999 |

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 | 571 | 2007 |

Promoting transfer: Effects of self‐explanation and direct instruction B Rittle‐Johnson Child development 77 (1), 1-15, 2006 | 424* | 2006 |

The relation between conceptual and procedural knowledge in learning mathematics: A review. B Rittle-Johnson, RS Siegler Psychology Press/Taylor & Francis (UK), 1998 | 394 | 1998 |

Learning to spell: Variability, choice, and change in children's strategy use B Rittle‐Johnson, RS Siegler Child development 70 (2), 332-348, 1999 | 311 | 1999 |

Developing conceptual and procedural knowledge of mathematics B Rittle-Johnson, M Schneider Oxford handbook of numerical cognition, 1118-1134, 2015 | 284 | 2015 |

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 | 282 | 2009 |

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 | 262 | 2009 |

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 | 221 | 2012 |

Flexibility in problem solving: The case of equation solving JR Star, B Rittle-Johnson Learning and instruction 18 (6), 565-579, 2008 | 212 | 2008 |

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 | 208 | 2011 |

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 (4), 587-597, 2015 | 173 | 2015 |

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 | 172 | 2009 |

Designing knowledge scaffolds to support mathematical problem solving B Rittle-Johnson, KR Koedinger Cognition and Instruction 23 (3), 313-349, 2005 | 167 | 2005 |

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 | 148 | 2011 |

In pursuit of knowledge: Comparing self-explanations, concepts, and procedures as pedagogical tools P Matthews, B Rittle-Johnson Journal of experimental child psychology 104 (1), 1-21, 2009 | 137 | 2009 |

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 | 127 | 2012 |

Exploring mathematics problems prepares children to learn from instruction MS DeCaro, B Rittle-Johnson Journal of experimental child psychology 113 (4), 552-568, 2012 | 124 | 2012 |

Measure for measure: What combining diverse measures reveals about children's understanding of the equal sign as an indicator of mathematical equality P Matthews, B Rittle-Johnson, K McEldoon, R Taylor Journal for Research in Mathematics Education 43 (3), 316-350, 2012 | 106 | 2012 |