Bethany Rittle-Johnson
Bethany Rittle-Johnson
Professor of Psychology, Vanderbilt University
Verified email at vanderbilt.edu
TitleCited byYear
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
11772001
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
7031999
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
5012007
Promoting transfer: Effects of self‐explanation and direct instruction
B Rittle‐Johnson
Child development 77 (1), 1-15, 2006
380*2006
The relation between conceptual and procedural knowledge in learning mathematics: A review.
B Rittle-Johnson, RS Siegler
Psychology Press/Taylor & Francis (UK), 1998
3701998
Learning to spell: Variability, choice, and change in children's strategy use
B Rittle‐Johnson, RS Siegler
Child development 70 (2), 332-348, 1999
2941999
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
2442009
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
2252009
Developing conceptual and procedural knowledge of mathematics
B Rittle-Johnson, M Schneider
Oxford handbook of numerical cognition, 1118-1134, 2015
2102015
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
1852012
Flexibility in problem solving: The case of equation solving
JR Star, B Rittle-Johnson
Learning and instruction 18 (6), 565-579, 2008
1842008
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
1642011
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
1582009
Designing knowledge scaffolds to support mathematical problem solving
B Rittle-Johnson, KR Koedinger
Cognition and Instruction 23 (3), 313-349, 2005
1532005
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
1312015
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
1272011
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
1182009
Exploring mathematics problems prepares children to learn from instruction
MS DeCaro, B Rittle-Johnson
Journal of experimental child psychology 113 (4), 552-568, 2012
1082012
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
1032012
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
882012
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