Bethany Rittle‐johnson
Dados Biográficos
| ID | 2746034 |
|---|---|
| NOME | Bethany Rittle‐johnson |
| PRENOMES | Bethany |
| SOBRENOME | Rittle‐johnson |
| ASSINATURA | JOHNSON B R |
| AFILIAÇÕES | Vanderbilt University |
| ORCID | 0000-0001-8001-942X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 18 |
| TOTAL DE CITAÇÕES | 72 |
| OBRAS COMO AUTOR | 18 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2001 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 5 |
What counts as STEM , and does it matter
BACKGROUND: To accurately measure students' science, technology, engineering and mathematics (STEM) career interest, researchers must get inside the 'black box' to understand students' conceptualizations of STEM careers. AIMS: The aim of Study 1 was to explore whether students' conceptualizations of STEM included medical careers. The aim of Study 2 was to explore whether predictors of STEM career interest (e.g., gender and motivation) varied by S…
He’s Probably the Only Teacher I’ve Actually Learned From”
Understanding how marginalized students experience and perceive mathematics is critical to achieving the goal of inclusive and equitable math pedagogy. We report on 67 focus groups with 251 predominantly Black high schoolers experiencing economic marginalization in the Southern United States and attended to their achievement level and race-gender identities. Students often shared concerns about their teacher’s math knowledge for teaching and effe…
Parents’ approaches to numeracy support
The math children are exposed to at home is a crucial source of early math knowledge, but little is known about parents’ general approaches for supporting their children’s math development at home. The current study examined what general pedagogical approaches parents believed to be most important to use in their home and if these beliefs aligned with the approaches they reported using most often. In a survey of 344 U.S. preschool parents (56% mo…
Parental early math support
Parents vary substantially in the frequency and complexity of the math support that they provide to their children, and this variability is often related to their children's math knowledge. We hypothesized that parents' knowledge about the development of two critical early math topics would help explain some of this variability in their early math support. U.S. parents of 3- and 4-year-olds (N = 196 mothers and 148 fathers, 94% identified as the …
Helping preschoolers learn math
The role of recalling previous errors in middle‐school children's learning
BACKGROUND: Committing errors is a common part of the learning process, and adults are more likely to correct errors that they can recall. However, preadolescent children's recall of previous errors (i.e., memory for errors) may be limited. AIMS: We examined children's ability to recall their past errors and tested whether recalling an error aids error correction. SAMPLES: We worked with 102 (Study 1) and 173 (Study 2) middle-school children in t…
The roles of patterning and spatial skills in early mathematics development
The home math environment
Early Math Trajectories
Early mathematics knowledge is a strong predictor of later academic achievement, but children from low-income families enter school with weak mathematics knowledge. An early math trajectories model is proposed and evaluated within a longitudinal study of 517 low-income American children from ages 4 to 11. This model includes a broad range of math topics, as well as potential pathways from preschool to middle grades mathematics achievement. In pre…
Diagrams benefit symbolic problem‐solving
BACKGROUND: The format of a mathematics problem often influences students' problem-solving performance. For example, providing diagrams in conjunction with story problems can benefit students' understanding, choice of strategy, and accuracy on story problems. However, it remains unclear whether providing diagrams in conjunction with symbolic equations can benefit problem-solving performance as well. AIMS: We tested the impact of diagram presence …
Improving conceptual and procedural knowledge
BackgroundStudents, parents, teachers, and theorists often advocate for direct instruction on both concepts and procedures, but some theorists suggest that including instruction on procedures in combination with concepts may limit learning opportunities and student understanding.AimsThis study evaluated the effect of instruction on a math concept and procedure within the same lesson relative to a comparable amount of instruction on the concept al…
Beyond numeracy in preschool
An alternative time for telling
BackgroundThe sequencing of learning materials greatly influences the knowledge that learners construct. Recently, learning theorists have focused on the sequencing of instruction in relation to solving related problems. The general consensus suggests explicit instruction should be provided; however, when to provide instruction remains unclear.AimsWe tested the impact of conceptual instruction preceding or following mathematics problem solving to…
Is self‐explanation worth the time? A comparison to additional practice
BACKGROUND: Self-explanation, or generating explanations to oneself in an attempt to make sense of new information, can promote learning. However, self-explaining takes time, and the learning benefits of this activity need to be rigorously evaluated against alternative uses of this time. AIMS: In the current study, we compared the effectiveness of self-explanation prompts to the effectiveness of solving additional practice problems (to equate for…
Developing procedural flexibility
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 …
Iterating between lessons on concepts and procedures can improve mathematics knowledge
Background Knowledge of concepts and procedures seems to develop in an iterative fashion, with increases in one type of knowledge leading to increases in the other type of knowledge. This suggests that iterating between lessons on concepts and procedures may improve learning.Aims The purpose of the current study was to evaluate the instructional benefits of an iterative lesson sequence compared to a concepts-before-procedures sequence for student…
Developing conceptual understanding and procedural skill in mathematics
The authors propose that conceptual and procedural knowledge develop in an iterative fashion and that improved problem representation is 1 mechanism underlying the relations between them. Two experiments were conducted with 5th- and 6th-grade students learning about decimal fractions. In Experiment 1, children's initial conceptual knowledge predicted gains in procedural knowledge, and gains in procedural knowledge predicted improvements in concep…
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 …
The home math environment
The roles of patterning and spatial skills in early mathematics development
Beyond numeracy in preschool
An alternative time for telling
BackgroundThe sequencing of learning materials greatly influences the knowledge that learners construct. Recently, learning theorists have focused on the sequencing of instruction in relation to solving related problems. The general consensus suggests explicit instruction should be provided; however, when to provide instruction remains unclear.AimsWe tested the impact of conceptual instruction preceding or following mathematics problem solving to…
Iterating between lessons on concepts and procedures can improve mathematics knowledge
Background Knowledge of concepts and procedures seems to develop in an iterative fashion, with increases in one type of knowledge leading to increases in the other type of knowledge. This suggests that iterating between lessons on concepts and procedures may improve learning.Aims The purpose of the current study was to evaluate the instructional benefits of an iterative lesson sequence compared to a concepts-before-procedures sequence for student…
He’s Probably the Only Teacher I’ve Actually Learned From”
Understanding how marginalized students experience and perceive mathematics is critical to achieving the goal of inclusive and equitable math pedagogy. We report on 67 focus groups with 251 predominantly Black high schoolers experiencing economic marginalization in the Southern United States and attended to their achievement level and race-gender identities. Students often shared concerns about their teacher’s math knowledge for teaching and effe…
What counts as STEM , and does it matter
BACKGROUND: To accurately measure students' science, technology, engineering and mathematics (STEM) career interest, researchers must get inside the 'black box' to understand students' conceptualizations of STEM careers. AIMS: The aim of Study 1 was to explore whether students' conceptualizations of STEM included medical careers. The aim of Study 2 was to explore whether predictors of STEM career interest (e.g., gender and motivation) varied by S…
Parental early math support
Parents vary substantially in the frequency and complexity of the math support that they provide to their children, and this variability is often related to their children's math knowledge. We hypothesized that parents' knowledge about the development of two critical early math topics would help explain some of this variability in their early math support. U.S. parents of 3- and 4-year-olds (N = 196 mothers and 148 fathers, 94% identified as the …
Improving conceptual and procedural knowledge
BackgroundStudents, parents, teachers, and theorists often advocate for direct instruction on both concepts and procedures, but some theorists suggest that including instruction on procedures in combination with concepts may limit learning opportunities and student understanding.AimsThis study evaluated the effect of instruction on a math concept and procedure within the same lesson relative to a comparable amount of instruction on the concept al…
Developing procedural flexibility
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 …
Developing conceptual understanding and procedural skill in mathematics
The authors propose that conceptual and procedural knowledge develop in an iterative fashion and that improved problem representation is 1 mechanism underlying the relations between them. Two experiments were conducted with 5th- and 6th-grade students learning about decimal fractions. In Experiment 1, children's initial conceptual knowledge predicted gains in procedural knowledge, and gains in procedural knowledge predicted improvements in concep…
Iterating between lessons on concepts and procedures can improve mathematics knowledge
Background Knowledge of concepts and procedures seems to develop in an iterative fashion, with increases in one type of knowledge leading to increases in the other type of knowledge. This suggests that iterating between lessons on concepts and procedures may improve learning.Aims The purpose of the current study was to evaluate the instructional benefits of an iterative lesson sequence compared to a concepts-before-procedures sequence for student…
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 …
Developing procedural flexibility
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 …
Is self‐explanation worth the time? A comparison to additional practice
BACKGROUND: Self-explanation, or generating explanations to oneself in an attempt to make sense of new information, can promote learning. However, self-explaining takes time, and the learning benefits of this activity need to be rigorously evaluated against alternative uses of this time. AIMS: In the current study, we compared the effectiveness of self-explanation prompts to the effectiveness of solving additional practice problems (to equate for…
An alternative time for telling
BackgroundThe sequencing of learning materials greatly influences the knowledge that learners construct. Recently, learning theorists have focused on the sequencing of instruction in relation to solving related problems. The general consensus suggests explicit instruction should be provided; however, when to provide instruction remains unclear.AimsWe tested the impact of conceptual instruction preceding or following mathematics problem solving to…
Beyond numeracy in preschool
Improving conceptual and procedural knowledge
BackgroundStudents, parents, teachers, and theorists often advocate for direct instruction on both concepts and procedures, but some theorists suggest that including instruction on procedures in combination with concepts may limit learning opportunities and student understanding.AimsThis study evaluated the effect of instruction on a math concept and procedure within the same lesson relative to a comparable amount of instruction on the concept al…
Early Math Trajectories
Early mathematics knowledge is a strong predictor of later academic achievement, but children from low-income families enter school with weak mathematics knowledge. An early math trajectories model is proposed and evaluated within a longitudinal study of 517 low-income American children from ages 4 to 11. This model includes a broad range of math topics, as well as potential pathways from preschool to middle grades mathematics achievement. In pre…
Diagrams benefit symbolic problem‐solving
BACKGROUND: The format of a mathematics problem often influences students' problem-solving performance. For example, providing diagrams in conjunction with story problems can benefit students' understanding, choice of strategy, and accuracy on story problems. However, it remains unclear whether providing diagrams in conjunction with symbolic equations can benefit problem-solving performance as well. AIMS: We tested the impact of diagram presence …
The roles of patterning and spatial skills in early mathematics development
The home math environment
The role of recalling previous errors in middle‐school children's learning
BACKGROUND: Committing errors is a common part of the learning process, and adults are more likely to correct errors that they can recall. However, preadolescent children's recall of previous errors (i.e., memory for errors) may be limited. AIMS: We examined children's ability to recall their past errors and tested whether recalling an error aids error correction. SAMPLES: We worked with 102 (Study 1) and 173 (Study 2) middle-school children in t…
Helping preschoolers learn math
Parents’ approaches to numeracy support
The math children are exposed to at home is a crucial source of early math knowledge, but little is known about parents’ general approaches for supporting their children’s math development at home. The current study examined what general pedagogical approaches parents believed to be most important to use in their home and if these beliefs aligned with the approaches they reported using most often. In a survey of 344 U.S. preschool parents (56% mo…
Parental early math support
Parents vary substantially in the frequency and complexity of the math support that they provide to their children, and this variability is often related to their children's math knowledge. We hypothesized that parents' knowledge about the development of two critical early math topics would help explain some of this variability in their early math support. U.S. parents of 3- and 4-year-olds (N = 196 mothers and 148 fathers, 94% identified as the …
What counts as STEM , and does it matter
BACKGROUND: To accurately measure students' science, technology, engineering and mathematics (STEM) career interest, researchers must get inside the 'black box' to understand students' conceptualizations of STEM careers. AIMS: The aim of Study 1 was to explore whether students' conceptualizations of STEM included medical careers. The aim of Study 2 was to explore whether predictors of STEM career interest (e.g., gender and motivation) varied by S…
He’s Probably the Only Teacher I’ve Actually Learned From”
Understanding how marginalized students experience and perceive mathematics is critical to achieving the goal of inclusive and equitable math pedagogy. We report on 67 focus groups with 251 predominantly Black high schoolers experiencing economic marginalization in the Southern United States and attended to their achievement level and race-gender identities. Students often shared concerns about their teacher’s math knowledge for teaching and effe…
Psychology (16 obras) · Cognitive and developmental aspects of mathematical skills (13 obras) · Mathematics education (13 obras) · Mathematics Education and Teaching Techniques (11 obras) · Developmental psychology (10 obras) · Computer Science (8 obras) · Cognitive psychology (6 obras) · Mathematics (6 obras) · Pedagogy (6 obras) · Visual and Cognitive Learning Processes (5 obras)