Bethany Rittle-Johnson

• Artículos de revistas (15)
• Colaboraciones en obras colectivas (1)

• Artículos de revistas

  • Helping preschoolers learn math: The impact of emphasizing the patterns in objects and numbers

    Erica L. Zippert, Ashli-Ann Douglas, Fang Tian, Bethany Rittle-Johnson

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 113, Nº. 7, 2021, págs. 1370-1386

    • Resumen
    

  • Predicting success on high-stakes math tests from preschool math measures among children from low-income homes

    Emily R. Fyfe, Bethany Rittle-Johnson, Dale Clark Farran

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 111, Nº. 3, 2019, págs. 402-413

    • Resumen
    

  • Diagrams benefit symbolic problem-solving

    Junyi Chu, Bethany Rittle-Johnson, Emily R. Fyfe

    British journal of educational psychology, ISSN 0007-0998, Vol. 87, Nº. 2, 2017, págs. 273-287

    

  • Improving conceptual and procedural knowledge: The impact of instructional content within a mathematics lesson

    Bethany Rittle-Johnson, Emily R. Fyfe, Abbey M. Loehr

    British journal of educational psychology, ISSN 0007-0998, Vol. 86, Nº. 4, 2016, págs. 576-591

    

  • Feedback both helps and hinders learning: The causal role of prior knowledge

    Emily R. Fyfe, Bethany Rittle-Johnson

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 108, Nº. 1, 2016, págs. 82-97

    • Resumen
    

  • An alternative time for telling: When conceptual instruction prior to problem solving improves mathematical knowledge.

    Emily R. Fyfe, Marci S. DeCaro, Bethany Rittle-Johnson

    British journal of educational psychology, ISSN 0007-0998, Nº. 3, 2014, págs. 502-519

    

  • Is self-explanation worth the time?: A comparison to additional practice.

    Katherine L. McEldoon, Kelley Durkin, Bethany Rittle-Johnson

    British journal of educational psychology, ISSN 0007-0998, Nº. 4, 2013, págs. 615-632

    • Resumen
    

  • Developing procedural flexibility: Are novices prepared to learn from comparing procedures?

    Bethany Rittle-Johnson, Jon R. Star, Kelley Durkin

    British journal of educational psychology, ISSN 0007-0998, Nº. 3, 2012, págs. 436-455

    

  • Measure for Measure: what Combining Diverse Measures Reveals About Children's Understanding of the Equal Sign as an Indicator of Mathematical Equality

    Percival G. Matthews, Bethany Rittle-Johnson, Katherine L. McEldoon, Roger S. Taylor

    Journal for research in mathematics education, ISSN 0021-8251, Vol. 43, Nº 3, 2012, págs. 316-350

    

  • The effects of feedback during exploratory mathematics problem solving: Prior knowledge matters

    Emily R. Fyfe, Bethany Rittle-Johnson, Marci S. DeCaro

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 104, Nº. 4, 2012, págs. 1094-1108

    • Resumen
    

  • Assessing knowledge of mathematical equivalence: A construct-modeling approach

    Bethany Rittle-Johnson, Percival G. Matthews, Roger S. Taylor, Katherine L. McEldoon

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 103, Nº. 1, 2011, págs. 85-104

    • Resumen
    

  • Comparing Pays Off!

    Jon R. Star, Martina Kenyon, Rebecca M. Joiner, Bethany Rittle-Johnson, Thomas A. Evitts (ed. lit.), Karen Heinz (ed. lit.)

    Mathematics teacher, ISSN-e 2330-0582, ISSN 0025-5769, Vol. 103, Nº 8, 2010, págs. 608-612

    

  • The importance of prior knowledge when comparing examples: influences on conceptual and procedural knowledge of equation solving

    Bethany Rittle-Johnson, Jon R. Star, Kelley Durkin

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 101, Nº. 4, 2009, págs. 836-852

    • Resumen
    

  • Compared with what? The effects of different comparisons on conceptual knowledge and procedural flexibility for equation solving

    Bethany Rittle-Johnson, Jon R. Star

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 101, Nº. 3, 2009, págs. 529-544

    • Resumen
    

  • Does comparing solution methods facilitate conceptual and procedural knowledge?: An experimental study on learning to solve equations

    Bethany Rittle-Johnson, Jon R. Star

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 99, Nº. 3, 2007, págs. 561-574

    • Resumen
    

• Colaboraciones en obras colectivas

  • Toward and educational psychology of mathematics education

    Jon R. Star, Bethany Rittle-Johnson

    Handbook of educational psychology, 2016, ISBN 978-0-415-89482-1, págs. 257-268

    

Esta página recoge referencias bibliográficas de materiales disponibles en los fondos de las Bibliotecas que participan en Dialnet. En ningún caso se trata de una página que recoja la producción bibliográfica de un autor de manera exhaustiva. Nos gustaría que los datos aparecieran de la manera más correcta posible, de manera que si detecta algún error en la información que facilitamos, puede hacernos llegar su Sugerencia / Errata.