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Rittle-Johnson, Bethany; Jordan, Nancy C. – National Center for Education Research, 2016

The focus of the present synthesis reflects the research on programs, practices, and policies intended to improve mathematics outcomes funded through the Institute of Education Sciences' (IES's) National Center for Education Research (NCER) and National Center for Special Education Research (NCSER). The authors were asked to review those published…

Descriptors: Mathematics Achievement, Journal Articles, Books, Mathematics Skills

Matthews, Percival; Rittle-Johnson, Bethany; McEldoon, Katherine; Taylor, Roger – Journal for Research in Mathematics Education, 2012

Knowledge of the equal sign as an indicator of mathematical equality is foundational to children's mathematical development and serves as a key link between arithmetic and algebra. The current findings reaffirmed a past finding that diverse items can be integrated onto a single scale, revealed the wide variability in children's knowledge of the…

Descriptors: Symbols (Mathematics), Elementary School Students, Mathematics Tests, Test Items

Using Comparison of Multiple Strategies in the Mathematics Classroom: Lessons Learned and Next Steps

Durkin, Kelley; Star, Jon R.; Rittle-Johnson, Bethany – ZDM: The International Journal on Mathematics Education, 2017

Comparison is a fundamental cognitive process that can support learning in a variety of domains, including mathematics. The current paper aims to summarize empirical findings that support recommendations on using comparison of multiple strategies in mathematics classrooms. We report the results of our classroom-based research on using comparison…

Descriptors: Comparative Analysis, Mathematics Instruction, Algebra, Problem Solving

Loehr, Abbey M.; Rittle-Johnson, Bethany – Journal of Cognition and Development, 2017

Research has demonstrated that providing labels helps children notice key features of examples. Much less is known about how different labels impact children's ability to make inferences about the structure underlying mathematical notation. We tested the impact of labeling decimals such as 0.34 using formal place-value labels ("3 tenths and 4…

Descriptors: Number Concepts, Arithmetic, Problem Solving, Elementary School Students

Rittle-Johnson, Bethany; Fyfe, Emily R.; Loehr, Abbey M. – British Journal of Educational Psychology, 2016

Background: Students, 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. Aims: This study evaluated the effect of instruction on a math…

Descriptors: Direct Instruction, Teaching Methods, Mathematics Instruction, Mathematical Concepts

DeCaro, Marci S.; Rittle-Johnson, Bethany – Journal of Experimental Child Psychology, 2012

Both exploration and explicit instruction are thought to benefit learning in many ways, but much less is known about how the two can be combined. We tested the hypothesis that engaging in exploratory activities prior to receiving explicit instruction better prepares children to learn from the instruction. Children (159 second- to fourth-grade…

Descriptors: Mathematics Instruction, Problem Solving, Mathematical Applications, Discovery Learning

Miller, Michael R.; Rittle-Johnson, Bethany; Loehr, Abbey M.; Fyfe, Emily R. – Journal of Cognition and Development, 2016

Children's knowledge of repeating patterns (e.g., ABBABB) is a central component of early mathematics, but the developmental mechanisms underlying this knowledge are currently unknown. We sought clarity on the importance of relational knowledge and executive function (EF) to preschoolers' understanding of repeating patterns. One hundred…

Descriptors: Young Children, Knowledge Level, Executive Function, Mathematical Concepts

Loehr, Abbey Marie; Fyfe, Emily R.; Rittle-Johnson, Bethany – Journal of Problem Solving, 2014

Engaging learners in exploratory problem-solving activities prior to receiving instruction (i.e., explore-instruct approach) has been endorsed as an effective learning approach. However, it remains unclear whether this approach is feasible for elementary-school children in a classroom context. In two experiments, second-graders solved mathematical…

Descriptors: Problem Solving, Mathematics Instruction, Elementary School Students, Elementary School Mathematics

Fyfe, Emily R.; DeCaro, Marci S.; Rittle-Johnson, Bethany – British Journal of Educational Psychology, 2014

Background: The 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.…

Descriptors: Mathematics Instruction, Mathematical Concepts, Problem Solving, Elementary School Mathematics

Rittle-Johnson, Bethany; Loehr, Abbey M.; Durkin, Kelley – ZDM: The International Journal on Mathematics Education, 2017

Promoting self-explanation (i.e., generating explanations for oneself in an attempt to make sense of new information) is a recommended study strategy and instructional practice. A meta-analysis of the literature on prompting self-explanation to improve mathematics learning confirmed that prompted self-explanation leads to a small to moderate…

Descriptors: Learning Strategies, Comprehension, Mathematics Instruction, Meta Analysis

Fyfe, Emily R.; Rittle-Johnson, Bethany; DeCaro, Marci S. – Journal of Educational Psychology, 2012

Providing exploratory activities prior to explicit instruction can facilitate learning. However, the level of guidance provided during the exploration has largely gone unstudied. In this study, we examined the effects of 1 form of guidance, feedback, during exploratory mathematics problem solving for children with varying levels of prior domain…

Descriptors: Prior Learning, Feedback (Response), Learning Theories, Problem Solving

Taylor, Roger S.; Rittle-Johnson, Bethany; Matthews, Percival G.; McEldoon, Katherine L. – Society for Research on Educational Effectiveness, 2009

The focus of this research is to develop an initial framework for assessing and interpreting students' level of understanding of mathematical equivalence. Although this topic has been studied for many years, there has been no systematic development or evaluation of a valid measure of equivalence knowledge. A powerful method for accomplishing this…

Descriptors: Curriculum Design, Parochial Schools, Instructional Materials, Elementary School Students

McEldoon, Katherine; Cho, Sun-Joo; Rittle-Johnson, Bethany – Society for Research on Educational Effectiveness, 2012

Assessing the effectiveness of educational interventions relies on quantifying differences between interventions groups over time in a between-within design. Binary outcome variables (e.g., correct responses versus incorrect responses) are often assessed. Widespread approaches use percent correct on assessments, and repeated measures analysis of…

Descriptors: Item Response Theory, Intervention, Statistical Analysis, Grade 2

Rittle-Johnson, Bethany; Schneider, Michael; Star, Jon R. – Educational Psychology Review, 2015

There is a long-standing and ongoing debate about the relations between conceptual and procedural knowledge (i.e., knowledge of concepts and procedures). Although there is broad consensus that conceptual knowledge supports procedural knowledge, there is controversy over whether procedural knowledge supports conceptual knowledge and how instruction…

Descriptors: Mathematics Instruction, Mathematical Concepts, Mathematics Skills, Knowledge Level

Rittle-Johnson, Bethany; Star, Jon R. – Journal of Educational Psychology, 2009

Researchers in both cognitive science and mathematics education emphasize the importance of comparison for learning and transfer. However, surprisingly little is known about the advantages and disadvantages of what types of things are being compared. In this experimental study, 162 seventh- and eighth-grade students learned to solve equations (a)…

Descriptors: Mathematics Education, Educational Psychology, Equations (Mathematics), Knowledge Level

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