Contact Information
Email
Lab Website
(615) 322--8301
219B Hobbs
Research Area
Education
Ph.D. (Carnegie Mellon University, 1999)
Curriculum Vitae
Advising
Bethany Rittle-Johnson
Associate Professor of Psychology
Professor Rittle-Johnson's research focuses on understanding how knowledge change occurs. Her specific interests are in how children learn problem-solving procedures and key concepts in domains such as mathematics. For example, what roles do spatial diagrams or generating explanations have in promoting learning of concepts and procedures? This research bridges between psychological theory and educational practice, and Professor Rittle-Johnson also collaborates with teachers, cognitive scientists, and computer scientists to apply and test her research in educational settings.
- CAREER: Developing Conceptual and Procedural Knowledge: The Roles of Self- and Instructional Explanations
- CONTRASTING CASES
Representative Publications
- 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.
- Rittle-Johnson, B. & Koedinger, K.R. (2005). Investigating Knowledge Scaffolds to Support Mathematical Problem Solving. Cognition and Instruction. 23(3), 313-349.
- Rittle-Johnson, B., Siegler, R.S. & Alibali, M.W. (2001). Developing conceptual understanding and procedural skill in mathematics: An iterative process. Journal of Educational Psychology, 93, 346-362.
- Rittle-Johnson, B. & Alibali, M.W. (1999). Conceptual and procedural knowledge of mathematics: Does one lead to the other? Journal of Educational Psychology, 91, 1-16.
- Rittle-Johnson, B. & Siegler, R.S. (1998). The relation between conceptual and procedural knowledge in learning mathematics: A review. In C. Donlan (Ed.), The development of mathematical skill (pp. 75-110). Hove, UK: Psychology Press.