Representative Publications

• Rittle-Johnson, B. & Schneider, M. (in press).  Developing conceptual and procedural knowledge of mathematics.  In R. Kadosh & A. Dowker (Eds), Oxford Handbook of Numerical Cognition. Oxford Press.

• Rittle-Johnson, B., Fyfe, E. R., McLean, L. E., McEldoon, K. L., (in press). Emerging understanding of patterning in four-year-olds. Journal of Cognition and Development. DOI: 10.1080/15248372.2012.689897

• DeCaro, M. S. & Rittle-Johnson, B. (2012).  Solving math problems prepares students to learn from instruction.  Journal of Experimental Child Psychology. 113(4), pp. 552-568. doi 10.1016/j.jecp.2012.06.009

• Durkin, K. & Rittle-Johnson, B. (2012). The effectiveness of using incorrect examples to support learning about decimal magnitude. Learning and Instruction, 22(3), pp. 206-214. doi:10.1016/j.learninstruc.2011.11.001

• Fyfe, E. R., Rittle-Johnson, B. & DeCaro, M. S. (2012). The effects of feedback during exploratory mathematics problem solving: Prior knowledge matters. Journal of Educational Psychology, 104(4), pp. 1094-1108. doi: 10.1037/a0028389

• Matthews, P. G., Rittle-Johnson, B., McEldoon, K. & Taylor, R. S. (2012). Measure for measure: What combining diverse measures reveals about children’s understanding of the equal sign as an indicator of mathematical equality.  Journal for Research in Mathematics Education, 43(3), p. 316-350.

• Rittle-Johnson, B., Star, J., & Durkin, K. (2012).  Developing procedural flexibility: Are novices prepared to learn from comparing procedures? British Journal of Educational Psychology. 82, 436-455.  DOI:10.1111/j.2044-8279.2011.02037.x.

• Rittle-Johnson, B., & Star, J. R. (2011). The power of comparison in learning and instruction:  Learning outcomes supported by different types of comparisons. In J. P. Mestre & B. H. Ross (Ed.), Psychology of Learning and Motivation: Cognition in Education (Vol. 55). (pp. 199-222). Waltham, MA: Elsevier. DOI 10.1016/B978-0-12-387691-1.00007-7.

• Schneider, M., Rittle-Johnson, B., & Star, J. (2011). Relations between conceptual knowledge, procedural knowledge, and procedural flexibility in two samples differing in prior knowledge. Developmental Psychology. 47(6), 1525–1538. doi: 10.1037/a0024997

• Rittle-Johnson, B., Taylor, R., Matthews, P.G., & McEldoon, K. (2011). Assessing Knowledge of Mathematical Equivalence:  A Construct Modeling Approach.  Journal of Educational Psychology, 103 (1), 85-104.

• Rittle-Johnson, B., Star, J. & Durkin, K. (2009).  The importance of prior knowledge when comparing examples: Influences on conceptual and procedural knowledge of equation solving. Journal of Educational Psychology, 101 (4), 836-852.
• Matthews, P. G. & Rittle-Johnson, B. (2009). In pursuit of knowledge: Comparing self-explanations,  concepts, and procedures as pedagogical tools. Journal of Experimental Child Psychology, 104, 1-21.
• Rittle-Johnson, B, Saylor, M. & Swygart, K. (2008).  Learning from explaining:  Does it matter if mom is listening?  Journal of Experimental Child Psychology, 100(3), 215-224.
• Rittle-Johnson, B. & Star, J. (2007). Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations. Journal of Educational Psychology.  99(3), 561-574.
• Rittle-Johnson, B. (2006). Promoting transfer: The effects of direct instruction and self-explanation. Child Development. 77(1), 1-15.