Developing Mathematics Knowledge von Rittle‐Johnson, Bethany

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Early Math Trajectories: Low-Income Children's Mathematics Knowledge From Ages 4 to 11 von Rittle-Johnson, Bethany, Hofer, Kerry G., Fyfe, Emily R., Farran, Dale C.

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Promoting Transfer: Effects of Self-Explanation and Direct Instruction von Rittle-Johnson, Bethany

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What counts as STEM, and does it matter? von Adler, Rebecca M, Xu, Mingkai, Rittle-Johnson, Bethany

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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... von Loehr, Abbey, Rittle‐Johnson, Bethany, Durkin, Kelley, Star, Jon R.

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Diagrams benefit symbolic problem‐solving von Chu, Junyi, Rittle‐Johnson, Bethany, Fyfe, Emily R.

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The role of recalling previous errors in middle‐school children's learning von Loehr, Abbey M., Fazio, Lisa K., Rittle‐Johnson, Bethany

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The effectiveness of using incorrect examples to support learning about decimal magnitude von Durkin, Kelley, Rittle-Johnson, Bethany

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Does Comparing Solution Methods Facilitate Conceptual and Procedural Knowledge? An Experimental Study on Learning to Solve Equations von Rittle-Johnson, Bethany, Star, Jon R

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The Importance of Prior Knowledge When Comparing Examples: Influences on Conceptual and Procedural Knowledge of Equation Solving von Rittle-Johnson, Bethany, Star, Jon R, Durkin, Kelley

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Easy as ABCABC: Abstract Language Facilitates Performance on a Concrete Patterning Task von Fyfe, Emily R., McNeil, Nicole M., Rittle-Johnson, Bethany

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Developing and validating a measure of parental knowledge about early math development von Douglas, Ashli-Ann, Msall, Camille, Rittle-Johnson, Bethany

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The Effects of Feedback during Exploratory Mathematics Problem Solving: Prior Knowledge Matters von Fyfe, Emily R, Rittle-Johnson, Bethany, DeCaro, Marci S

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Developing procedural flexibility: Are novices prepared to learn from comparing procedures? von Rittle-Johnson, Bethany, Star, Jon R., Durkin, Kelley

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Improving conceptual and procedural knowledge: The impact of instructional content within a mathematics lesson von Rittle-Johnson, Bethany, Fyfe, Emily R., Loehr, Abbey M.

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Is self-explanation worth the time? A comparison to additional practice von McEldoon, Katherine L., Durkin, Kelley L., Rittle-Johnson, Bethany

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An alternative time for telling: When conceptual instruction prior to problem solving improves mathematical knowledge von Fyfe, Emily R., DeCaro, Marci S., Rittle-Johnson, Bethany

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Parents’ approaches to numeracy support: what parents do is rarely what they think is most important von Msall, Camille, Douglas, Ashli-Ann, Rittle-Johnson, Bethany

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Developing Conceptual Understanding and Procedural Skill in Mathematics: An Iterative Process von Rittle-Johnson, Bethany, Siegler, Robert S, Wagner Alibali, Martha

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Measure for Measure: What Combining Diverse Measures Reveals about Children's Understanding of the Equal Sign as an Indicator of Mathematical Equality von Matthews, Percival, Rittle-Johnson, Bethany, McEldoon, Katherine, Taylor, Roger

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