Jon R Star
Biographic Data
| ID | 1585573 |
|---|---|
| NAME | Jon R Star |
| GIVEN NAMES | Jon R |
| FAMILY NAME | Star |
| SIGNATURE | STAR J R |
| AFFILIATIONS | Harvard University |
| ORCID | 0000-0002-4830-3815 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 47 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Trajectories of Change in Mathematical Creative Self-Efficacy Under Student-Centered and Teacher-Centered Pedagogies
While general creative self-efficacy has been shown to be improvable through classroom instruction, it remains unclear which specific instructional approaches are effective in contributing to the development of mathematical creative self-efficacy. This study explores the trajectories of change in students’ mathematical creative self-efficacy under student-centered in comparison with teacher-centered pedagogies, as well as the effectiveness of stu…
Block play by American and Chinese families: Associations with children's spatial ability
American and Chinese parents’ math talk during numeracy and routine activities: Do parental beliefs matter
How mathematics anxiety affects students' inflexible perseverance in mathematics problem-solving: Examining the mediating role of cognitive reflection
BackgroundToo many students persevere in relying upon one (sometimes suboptimal) strategy for solving a wide range of problems, even when they know more efficient strategies. Although many studies have mentioned such phenomena, few studies have examined how emotional factors could affect this type of inflexible perseverance in strategy use.AimsTo examine whether mathematics anxiety could affect students' inflexible perseverance in strategy use an…
Word problems in mathematics education: A survey
The effect of perceptual fluency on overcoming the interference of the More A–More B intuitive rule among primary school students
The More A–More B intuitive rule has become a research hotspot in the field of mathematical education in recent years. The intuitive rule of More A–More B is often reflected in students’ responses to comparison tasks. In such tasks, students are asked to compare 2 objects that differ in a certain salient quantity A (where Al > A2) with respect to another quantity B (where B1 = B2 or B1 B2. In a series of 4 experiments, the present study examined …
Procedural and Conceptual Knowledge: Exploring the Gap Between Knowledge Type and Knowledge Quality
Developing procedural flexibility: Are novices prepared to learn from comparing procedures
Background. A key learning outcome in problem-solving domains is the development of procedural flexibility, where learners know multiple procedures and use them appropriately to solve a range of problems (e.g., Verschaffel, Luwel, Torbeyns, & Van Dooren, 2009). However, students often fail to become flexible problem solvers in mathematics. To support flexibility, teaching standards in many countries recommend that students be exposed to multiple …
Relations among conceptual knowledge, procedural knowledge, and procedural flexibility in two samples differing in prior knowledge
Competence in many domains rests on children developing conceptual and procedural knowledge, as well as procedural flexibility. However, research on the developmental relations between these different types of knowledge has yielded unclear results, in part because little attention has been paid to the validity of the measures or to the effects of prior knowledge on the relations. To overcome these problems, we modeled the three constructs in the …
Meeting the Needs of Students With Learning Disabilities in Inclusive Mathematics Classrooms: The Role of Schema-Based Instruction on Mathematical Problem-Solving
This article discusses schema-based instruction (SBI) as an alternative to traditional instruction for enhancing the mathematical problem solving performance of students with learning disabilities (LD). In the authors' most recent research and developmental efforts, they designed SBI to meet the needs of middle school students with LD in inclusive mathematics classrooms by addressing the research literatures in special education, cognitive psycho…
Teaching Mathematics for Understanding: An Analysis of Lessons Submitted by Teachers Seeking NBPTS Certification
The authors present an analysis of portfolio entries submitted by candidates seeking certification by the National Board for Professional Teaching Standards in the area of Early Adolescence/Mathematics. Analyses of mathematical features revealed that the tasks used in instruction included a range of mathematics topics but were not consistently intellectually challenging. Analyses of key pedagogical features of the lesson materials showed that tas…
Change in beliefs after first-year of teaching: The case of Turkish national curriculum context
Learning to observe: Using video to improve preservice mathematics teachers’ ability to notice
Children's interpretation of generic noun phrases
Generic utterances (e.g., Cows say 'moo') have 2 distinctive semantic properties: (a) Generics are generally true, unlike indefinites (e.g., Bears live in caves is generic; I saw some bears in the cave is indefinite), and (b) generics need not be true of all category members, unlike universal quantifiers (e.g., every, each). This article examined whether preschool children and adults appreciate both these features, using a comprehension task (Stu…
Children's interpretation of generic noun phrases
Generic utterances (e.g., Cows say 'moo') have 2 distinctive semantic properties: (a) Generics are generally true, unlike indefinites (e.g., Bears live in caves is generic; I saw some bears in the cave is indefinite), and (b) generics need not be true of all category members, unlike universal quantifiers (e.g., every, each). This article examined whether preschool children and adults appreciate both these features, using a comprehension task (Stu…
Relations among conceptual knowledge, procedural knowledge, and procedural flexibility in two samples differing in prior knowledge
Competence in many domains rests on children developing conceptual and procedural knowledge, as well as procedural flexibility. However, research on the developmental relations between these different types of knowledge has yielded unclear results, in part because little attention has been paid to the validity of the measures or to the effects of prior knowledge on the relations. To overcome these problems, we modeled the three constructs in the …
Change in beliefs after first-year of teaching: The case of Turkish national curriculum context
Meeting the Needs of Students With Learning Disabilities in Inclusive Mathematics Classrooms: The Role of Schema-Based Instruction on Mathematical Problem-Solving
This article discusses schema-based instruction (SBI) as an alternative to traditional instruction for enhancing the mathematical problem solving performance of students with learning disabilities (LD). In the authors' most recent research and developmental efforts, they designed SBI to meet the needs of middle school students with LD in inclusive mathematics classrooms by addressing the research literatures in special education, cognitive psycho…
American and Chinese parents’ math talk during numeracy and routine activities: Do parental beliefs matter
How mathematics anxiety affects students' inflexible perseverance in mathematics problem-solving: Examining the mediating role of cognitive reflection
BackgroundToo many students persevere in relying upon one (sometimes suboptimal) strategy for solving a wide range of problems, even when they know more efficient strategies. Although many studies have mentioned such phenomena, few studies have examined how emotional factors could affect this type of inflexible perseverance in strategy use.AimsTo examine whether mathematics anxiety could affect students' inflexible perseverance in strategy use an…
Developing procedural flexibility: Are novices prepared to learn from comparing procedures
Background. A key learning outcome in problem-solving domains is the development of procedural flexibility, where learners know multiple procedures and use them appropriately to solve a range of problems (e.g., Verschaffel, Luwel, Torbeyns, & Van Dooren, 2009). However, students often fail to become flexible problem solvers in mathematics. To support flexibility, teaching standards in many countries recommend that students be exposed to multiple …
Children's interpretation of generic noun phrases
Generic utterances (e.g., Cows say 'moo') have 2 distinctive semantic properties: (a) Generics are generally true, unlike indefinites (e.g., Bears live in caves is generic; I saw some bears in the cave is indefinite), and (b) generics need not be true of all category members, unlike universal quantifiers (e.g., every, each). This article examined whether preschool children and adults appreciate both these features, using a comprehension task (Stu…
Learning to observe: Using video to improve preservice mathematics teachers’ ability to notice
Change in beliefs after first-year of teaching: The case of Turkish national curriculum context
Teaching Mathematics for Understanding: An Analysis of Lessons Submitted by Teachers Seeking NBPTS Certification
The authors present an analysis of portfolio entries submitted by candidates seeking certification by the National Board for Professional Teaching Standards in the area of Early Adolescence/Mathematics. Analyses of mathematical features revealed that the tasks used in instruction included a range of mathematics topics but were not consistently intellectually challenging. Analyses of key pedagogical features of the lesson materials showed that tas…
Relations among conceptual knowledge, procedural knowledge, and procedural flexibility in two samples differing in prior knowledge
Competence in many domains rests on children developing conceptual and procedural knowledge, as well as procedural flexibility. However, research on the developmental relations between these different types of knowledge has yielded unclear results, in part because little attention has been paid to the validity of the measures or to the effects of prior knowledge on the relations. To overcome these problems, we modeled the three constructs in the …
Meeting the Needs of Students With Learning Disabilities in Inclusive Mathematics Classrooms: The Role of Schema-Based Instruction on Mathematical Problem-Solving
This article discusses schema-based instruction (SBI) as an alternative to traditional instruction for enhancing the mathematical problem solving performance of students with learning disabilities (LD). In the authors' most recent research and developmental efforts, they designed SBI to meet the needs of middle school students with LD in inclusive mathematics classrooms by addressing the research literatures in special education, cognitive psycho…
Developing procedural flexibility: Are novices prepared to learn from comparing procedures
Background. A key learning outcome in problem-solving domains is the development of procedural flexibility, where learners know multiple procedures and use them appropriately to solve a range of problems (e.g., Verschaffel, Luwel, Torbeyns, & Van Dooren, 2009). However, students often fail to become flexible problem solvers in mathematics. To support flexibility, teaching standards in many countries recommend that students be exposed to multiple …
Procedural and Conceptual Knowledge: Exploring the Gap Between Knowledge Type and Knowledge Quality
Word problems in mathematics education: A survey
The effect of perceptual fluency on overcoming the interference of the More A–More B intuitive rule among primary school students
The More A–More B intuitive rule has become a research hotspot in the field of mathematical education in recent years. The intuitive rule of More A–More B is often reflected in students’ responses to comparison tasks. In such tasks, students are asked to compare 2 objects that differ in a certain salient quantity A (where Al > A2) with respect to another quantity B (where B1 = B2 or B1 B2. In a series of 4 experiments, the present study examined …
How mathematics anxiety affects students' inflexible perseverance in mathematics problem-solving: Examining the mediating role of cognitive reflection
BackgroundToo many students persevere in relying upon one (sometimes suboptimal) strategy for solving a wide range of problems, even when they know more efficient strategies. Although many studies have mentioned such phenomena, few studies have examined how emotional factors could affect this type of inflexible perseverance in strategy use.AimsTo examine whether mathematics anxiety could affect students' inflexible perseverance in strategy use an…
Trajectories of Change in Mathematical Creative Self-Efficacy Under Student-Centered and Teacher-Centered Pedagogies
While general creative self-efficacy has been shown to be improvable through classroom instruction, it remains unclear which specific instructional approaches are effective in contributing to the development of mathematical creative self-efficacy. This study explores the trajectories of change in students’ mathematical creative self-efficacy under student-centered in comparison with teacher-centered pedagogies, as well as the effectiveness of stu…
Block play by American and Chinese families: Associations with children's spatial ability
American and Chinese parents’ math talk during numeracy and routine activities: Do parental beliefs matter
Psychology (13 works) · Mathematics Education and Teaching Techniques (10 works) · Mathematics education (9 works) · Cognitive and developmental aspects of mathematical skills (7 works) · Computer Science (7 works) · Developmental psychology (7 works) · Pedagogy (5 works) · Cognitive psychology (4 works) · Mathematics (4 works) · Cognition (3 works)