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Bethany Rittle‐Johnson

21 works· latest 2017· 2 institutionscluster: provisionalORCID 0000-0001-8001-942X

h-index21

i1021

Citations3,551

Works here21

Most cited in this library

Promoting Transfer: Effects of Self-Explanation and Direct Instruction2006 · 395 citations
Not a One-Way Street: Bidirectional Relations Between Procedural and Conceptual Knowledge of Mathematics2015 · 389 citations
Developing Conceptual and Procedural Knowledge of Mathematics2014 · 332 citations
The effectiveness of using incorrect examples to support learning about decimal magnitude2011 · 251 citations
The importance of prior knowledge when comparing examples: Influences on conceptual and procedural knowledge of equation solving.2009 · 245 citations

Works

21 shown

Promoting self-explanation to improve mathematics learning: A meta-analysis and instructional design principles

ZDM·2017·3 authors·review

142citations

Eliciting explanations: Constraints on when self-explanation aids learning

Psychonomic Bulletin & Review·2016·2 authors·review·Open access

103citations

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

Journal of Educational Psychology·2015·2 authors·Open access

127citations

Not a One-Way Street: Bidirectional Relations Between Procedural and Conceptual Knowledge of Mathematics

Educational Psychology Review·2015·3 authors

389citations

Diagnosing misconceptions: Revealing changing decimal fraction knowledge

Learning and Instruction·2014·2 authors

108citations

Learning from comparison in algebra

Contemporary Educational Psychology·

Developing Conceptual and Procedural Knowledge of Mathematics

Oxford University Press eBooks·2014·2 authors·chapter

332citations

Is self‐explanation worth the time? A comparison to additional practice

British Journal of Educational Psychology·2012·3 authors

64citations

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

Journal of Educational Psychology·2012·3 authors

125citations

The Power of Comparison in Learning and Instruction: Learning Outcomes Supported by Different Types of Comparisons

The Psychology of learning and motivation/The psychology of learning and motivation·2011·2 authors·chapter

101citations

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

Journal of Educational Psychology·2010·4 authors

160citations

In pursuit of knowledge: Comparing self-explanations, concepts, and procedures as pedagogical tools

Journal of Experimental Child Psychology·2008·2 authors

120citations

Learning from explaining: Does it matter if mom is listening?

Journal of Experimental Child Psychology·2007·3 authors

97citations

Promoting Transfer: Effects of Self-Explanation and Direct Instruction

Child Development·2006·1 author

395citations

Designing Knowledge Scaffolds to Support Mathematical Problem Solving

Cognition and Instruction·2005·2 authors

148citations

Developing conceptual understanding and procedural skill in mathematics: An iterative process.

Journal of Educational Psychology·2001·3 authors

128citations