Search Results - "Booth, Julie"

Mistakes on display: Incorrect examples refine equation solving and algebraic feature knowledge by Barbieri, Christina Areizaga, Booth, Julie L.

“…Summary Although findings from cognitive science have suggested learning benefits of confronting errors (Metcalfe, 2017), they are not often capitalized on in…”
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Numerical Magnitude Representations Influence Arithmetic Learning by Booth, Julie L., Siegler, Robert S.

“…This study examined whether the quality of first graders' (mean age = 7.2 years) numerical magnitude representations is correlated with, predictive of, and…”
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Instructional Complexity and the Science to Constrain It by Koedinger, Kenneth R., Booth, Julie L., Klahr, David

“…School-researcher partnerships and large in vivo experiments help focus on useful, effective, instruction. Science and technology have had enormous impact on…”
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Fractions: Could they really be the gatekeeper’s doorman? by Booth, Julie L., Newton, Kristie J.

“…► Link between fraction knowledge and algebraic competence has been widely posited, but empirical evidence was lacking. ► Knowledge of fraction magnitudes, not…”
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Developmental and Individual Differences in Pure Numerical Estimation by Booth, Julie L, Siegler, Robert S

“…The authors examined developmental and individual differences in pure numerical estimation, the type of estimation that depends solely on knowledge of numbers…”
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Predicting Middle School Profiles of Algebra Performance Using Fraction Knowledge by Barbieri, Christina Areizaga, Young, Laura K., Newton, Kristie J., Booth, Julie L.

“…Fraction knowledge and algebraic skill are closely linked. Algebra is a gatekeeper for advanced courses (Booth & Newton, 2012; Brown & Quinn, 2007). This study…”
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The impact of fraction magnitude knowledge on algebra performance and learning by Booth, Julie L., Newton, Kristie J., Twiss-Garrity, Laura K.

“…•Magnitude knowledge of fractions, not whole numbers, predicts algebra performance.•Fraction knowledge predicts improvement in equation solving and…”
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Mathematical Flexibility: Aspects of a Continuum and the Role of Prior Knowledge by Newton, Kristie J., Lange, Karin, Booth, Julie L.

“…Psychologists and mathematics educators have long viewed flexibility as critical to students' mathematical development. In this paper, we focused on the…”
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Support for struggling students in algebra: Contributions of incorrect worked examples by Barbieri, Christina, Booth, Julie L.

“…Middle school algebra students (N=125) randomly assigned within classroom to a problem-solving control group, a correct worked examples control group, or an…”
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Development of Numerical Estimation in Young Children by Siegler, Robert S., Booth, Julie L.

“…Two experiments examined kindergartners', first graders', and second graders' numerical estimation, the internal representations that gave rise to the…”
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Let's be rational: worked examples supplemented textbooks improve conceptual and fraction knowledge by Barbieri, Christina Areizaga, Booth, Julie L., Chawla, Kamal

“…The current study assessed whether adding worked examples with self-explanation prompts focused on making connections between mathematical principles,…”
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Lessening the Load of Misconceptions: Design-Based Principles for Algebra Learning by Barbieri, Christina A., Miller-Cotto, Dana, Booth, Julie L.

“…The current study examined the effectiveness of self-explanation prompts, visual signaling cues, and a combination of the two features on middle school…”
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Using example problems to improve student learning in algebra: Differentiating between correct and incorrect examples by Booth, Julie L., Lange, Karin E., Koedinger, Kenneth R., Newton, Kristie J.

“…In a series of two in vivo experiments, we examine whether correct and incorrect examples with prompts for self-explanation can be effective for improving…”
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Don't Eliminate the Negative: Influences of Negative Number Magnitude Knowledge on Algebra Performance and Learning by Young, Laura K, Booth, Julie L

“…Numerical magnitude knowledge is related to current math abilities and predictive of future math learning. However, this relationship has previously been shown…”
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The development of pre-registration occupational therapy student perceptions of research and evidence-based practice: A Q-methodology study by Rihtman, Tanya, Morgan, Mike, Booth, Julie

“…Pedagogically sound curricula are needed for occupational therapy (OT) students to adopt evidence-based practice (EBP) principles and internalise EBP within…”
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The effect of worked examples on student learning and error anticipation in algebra by Barbieri, Christina Areizaga, Booth, Julie L., Begolli, Kreshnik N., McCann, Nicholas

“…The present study examines the effectiveness of incorporating worked examples with prompts for self-explanation into a middle school math textbook. Algebra 1…”
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Sketching and verbal self‐explanation: Do they help middle school children solve science problems? by Miller‐Cotto, Dana, Booth, Julie L., Newcombe, Nora S.

“…Both sketching and self‐explanation are widely believed to be effective for problem‐solving in science learning. However, it is unclear which aspects of these…”
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How many apples make a quarter? The challenge of discrete proportional formats by Begolli, Kreshnik N., Booth, Julie L., Holmes, Corinne A., Newcombe, Nora S.

“…•Proportional judgments in continuous formats engage children’s spatial reasoning.•Proportional judgments on collections of discrete objects are less spatial…”
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Could probability be out of proportion? Self-explanation and example-based practice help students with lower proportional reasoning skills learn probability by Begolli, Kreshnik Nasi, Dai, Ting, McGinn, Kelly M., Booth, Julie L.

“…Proportional reasoning failures seem to constitute most errors in probabilistic reasoning, yet there is little empirical evidence about its role for attaining…”
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Are diagrams always helpful tools? Developmental and individual differences in the effect of presentation format on student problem solving by Booth, Julie L., Koedinger, Kenneth R.

“…Background. High school and college students demonstrate a verbal, or textual, advantage whereby beginning algebra problems in story format are easier to solve…”
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