Bethany Rittle-Johnson
Bethany Rittle-Johnson
Professor of Psychology, Vanderbilt University
Verified email at vanderbilt.edu
Title
Cited by
Cited by
Year
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
13652001
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
8281999
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
5842007
Promoting transfer: Effects of self‐explanation and direct instruction
B Rittle‐Johnson
Child development 77 (1), 1-15, 2006
4552006
The relation between conceptual and procedural knowledge in learning mathematics: A review.
B Rittle-Johnson, RS Siegler
Psychology Press/Taylor & Francis (UK), 1998
4091998
Developing conceptual and procedural knowledge of mathematics
B Rittle-Johnson, M Schneider
Oxford handbook of numerical cognition, 1118-1134, 2015
3302015
Learning to spell: Variability, choice, and change in children's strategy use
B Rittle‐Johnson, RS Siegler
Child development 70 (2), 332-348, 1999
3161999
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
2952009
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
2722009
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
2392012
Flexibility in problem solving: The case of equation solving
JR Star, B Rittle-Johnson
Learning and instruction 18 (6), 565-579, 2008
2272008
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
2222011
Parental involvement in homework
JMT Walker, KV Hoover-Dempsey, DR Whetsel, CL Green
A review of current research and its implications for teachers, after school …, 2004
2042004
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
2012015
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
1832009
Designing knowledge scaffolds to support mathematical problem solving
B Rittle-Johnson, KR Koedinger
Cognition and Instruction 23 (3), 313-349, 2005
1742005
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
1672011
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
1372009
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
1352012
Exploring mathematics problems prepares children to learn from instruction
MS DeCaro, B Rittle-Johnson
Journal of experimental child psychology 113 (4), 552-568, 2012
1262012
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