| Year |
Citation |
Score |
| 2021 |
Barbieri CA, Young LK, Newton KJ, Booth JL. Predicting Middle School Profiles of Algebra Performance Using Fraction Knowledge. Child Development. PMID 33929044 DOI: 10.1111/cdev.13568 |
0.342 |
|
| 2020 |
Begolli KN, Booth JL, Holmes CA, Newcombe NS. How many apples make a quarter? The challenge of discrete proportional formats. Journal of Experimental Child Psychology. 192: 104774. PMID 31901724 DOI: 10.1016/J.Jecp.2019.104774 |
0.311 |
|
| 2020 |
Newton KJ, Lange K, Booth JL. Mathematical Flexibility: Aspects of a Continuum and the Role of Prior Knowledge Journal of Experimental Education. 88: 503-515. DOI: 10.1080/00220973.2019.1586629 |
0.354 |
|
| 2020 |
Young LK, Booth JL. Don’t eliminate the negative: influences of negative number magnitude knowledge on algebra performance and learning Journal of Educational Psychology. 112: 384-396. DOI: 10.1037/Edu0000371 |
0.555 |
|
| 2020 |
Barbieri CA, Booth JL. Mistakes on display: Incorrect examples refine equation solving and algebraic feature knowledge Applied Cognitive Psychology. 34: 862-878. DOI: 10.1002/Acp.3663 |
0.494 |
|
| 2019 |
Barbieri CA, Miller-Cotto D, Booth JL. Lessening the Load of Misconceptions: Design-Based Principles for Algebra Learning The Journal of the Learning Sciences. 28: 381-417. DOI: 10.1080/10508406.2019.1573428 |
0.309 |
|
| 2017 |
Cromley JG, Booth JL, Wills TW, Chang BL, Tran N, Madeja M, Shipley TF, Zahner W. Relation of Spatial Skills to Calculus Proficiency: A Brief Report Mathematical Thinking and Learning. 19: 55-68. DOI: 10.1080/10986065.2017.1258614 |
0.376 |
|
| 2017 |
Zahner W, Dai T, Cromley JG, Wills TW, Booth JL, Shipley TF, Stepnowski W. Coordinating multiple representations of polynomials: What do patterns in students' solution strategies reveal? Learning and Instruction. 49: 131-141. DOI: 10.1016/J.Learninstruc.2017.01.007 |
0.411 |
|
| 2016 |
O'Shea A, Booth JL, Barbieri C, McGinn KM, Young LK, Oyer MH. Algebra performance and motivation differences for students with learning disabilities and students of varying achievement levels Contemporary Educational Psychology. DOI: 10.1016/J.Cedpsych.2016.03.003 |
0.359 |
|
| 2015 |
Booth JL, McGinn KM, Young LK, Barbieri C. Simple Practice Doesn’t Always Make Perfect Evidence From the Worked Example Effect Policy Insights From the Behavioral and Brain Sciences. 2: 24-32. DOI: 10.1177/2372732215601691 |
0.354 |
|
| 2015 |
Booth JL, Oyer MH, Paré-Blagoev EJ, Elliot AJ, Barbieri C, Augustine A, Koedinger KR. Learning Algebra by Example in Real-World Classrooms Journal of Research On Educational Effectiveness. 8: 530-551. DOI: 10.1080/19345747.2015.1055636 |
0.434 |
|
| 2015 |
Booth JL, Cooper LA, Donovan MS, Huyghe A, Koedinger KR, Paré-Blagoev EJ. Design-Based Research Within the Constraints of Practice: AlgebraByExample Journal of Education For Students Placed At Risk. 20: 79-100. DOI: 10.1080/10824669.2014.986674 |
0.343 |
|
| 2015 |
Barbieri C, Booth JL. Support for struggling students in algebra: Contributions of incorrect worked examples Learning and Individual Differences. DOI: 10.1016/J.Lindif.2016.04.001 |
0.427 |
|
| 2014 |
Booth JL, Newton KJ, Twiss-Garrity LK. The impact of fraction magnitude knowledge on algebra performance and learning. Journal of Experimental Child Psychology. 118: 110-8. PMID 24124868 DOI: 10.1016/J.Jecp.2013.09.001 |
0.621 |
|
| 2014 |
Lange KE, Booth JL, Newton KJ. Learning algebra from worked examples Mathematics Teacher: Learning and Teaching Pk–12. 107: 534-540. DOI: 10.5951/Mathteacher.107.7.0534 |
0.368 |
|
| 2013 |
Booth JL, Lange KE, Koedinger KR, Newton KJ. Using example problems to improve student learning in algebra: Differentiating between correct and incorrect examples Learning and Instruction. 25: 24-34. DOI: 10.1016/J.Learninstruc.2012.11.002 |
0.418 |
|
| 2013 |
Booth JL, Davenport JL. The role of problem representation and feature knowledge in algebraic equation-solving Journal of Mathematical Behavior. 32: 415-423. DOI: 10.1016/J.Jmathb.2013.04.003 |
0.508 |
|
| 2012 |
Booth JL, Koedinger KR. Are diagrams always helpful tools? developmental and individual differences in the effect of presentation format on student problem solving. The British Journal of Educational Psychology. 82: 492-511. PMID 22881051 DOI: 10.1111/J.2044-8279.2011.02041.X |
0.428 |
|
| 2012 |
Booth JL, Newton KJ. Fractions: Could they really be the gatekeeper's doorman? Contemporary Educational Psychology. 37: 247-253. DOI: 10.1016/J.Cedpsych.2012.07.001 |
0.514 |
|
| 2008 |
Booth JL, Siegler RS. Numerical magnitude representations influence arithmetic learning. Child Development. 79: 1016-31. PMID 18717904 DOI: 10.1111/J.1467-8624.2008.01173.X |
0.562 |
|
| 2006 |
Booth JL, Siegler RS. Developmental and individual differences in pure numerical estimation. Developmental Psychology. 42: 189-201. PMID 16420128 DOI: 10.1037/0012-1649.41.6.189 |
0.59 |
|
| 2004 |
Siegler RS, Booth JL. Development of numerical estimation in young children. Child Development. 75: 428-44. PMID 15056197 DOI: 10.1111/J.1467-8624.2004.00684.X |
0.53 |
|
| Show low-probability matches. |