| Developing conceptual understanding and procedural skill in mathematics: An iterative process. B Rittle-Johnson, RS Siegler, MW Alibali Journal of educational psychology 93 (2), 346, 2001 | 1836 | 2001 |
| Conceptual and procedural knowledge of mathematics: Does one lead to the other? B Rittle-Johnson, MW Alibali Journal of educational psychology 91 (1), 175, 1999 | 1083 | 1999 |
| Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations. B Rittle-Johnson, JR Star Journal of Educational Psychology 99 (3), 561, 2007 | 830 | 2007 |
| Developing conceptual and procedural knowledge of mathematics B Rittle-Johnson, M Schneider | 652 | 2014 |
| Promoting transfer: Effects of self‐explanation and direct instruction B Rittle‐Johnson Child development 77 (1), 1-15, 2006 | 621 | 2006 |
| The relation between conceptual and procedural knowledge in learning mathematics: A review B Rittle-Johnson, RS Siegler The development of mathematical skills, 75-110, 2022 | 502 | 2022 |
| Not a one-way street: Bidirectional relations between procedural and conceptual knowledge of mathematics B Rittle-Johnson, M Schneider, JR Star Educational Psychology Review 27, 587-597, 2015 | 462 | 2015 |
| Compared with what? The effects of different comparisons on conceptual knowledge and procedural flexibility for equation solving. B Rittle-Johnson, JR Star Journal of Educational Psychology 101 (3), 529, 2009 | 440 | 2009 |
| Relations among conceptual knowledge, procedural knowledge, and procedural flexibility in two samples differing in prior knowledge. M Schneider, B Rittle-Johnson, JR Star Developmental psychology 47 (6), 1525, 2011 | 380 | 2011 |
| The importance of prior knowledge when comparing examples: Influences on conceptual and procedural knowledge of equation solving. B Rittle-Johnson, JR Star, K Durkin Journal of Educational Psychology 101 (4), 836, 2009 | 376 | 2009 |
| Learning to spell: Variability, choice, and change in children's strategy use B Rittle‐Johnson, RS Siegler Child development 70 (2), 332-348, 1999 | 371 | 1999 |
| The effectiveness of using incorrect examples to support learning about decimal magnitude K Durkin, B Rittle-Johnson Learning and Instruction 22 (3), 206-214, 2012 | 370 | 2012 |
| Flexibility in problem solving: The case of equation solving JR Star, B Rittle-Johnson Learning and instruction 18 (6), 565-579, 2008 | 350 | 2008 |
| Early math trajectories: Low‐income children's mathematics knowledge from ages 4 to 11 B Rittle‐Johnson, ER Fyfe, KG Hofer, DC Farran Child development 88 (5), 1727-1742, 2017 | 280 | 2017 |
| The roles of patterning and spatial skills in early mathematics development B Rittle-Johnson, EL Zippert, KL Boice Early Childhood Research Quarterly 46, 166-178, 2019 | 278 | 2019 |
| Assessing knowledge of mathematical equivalence: A construct-modeling approach. B Rittle-Johnson, PG Matthews, RS Taylor, KL McEldoon Journal of Educational Psychology 103 (1), 85, 2011 | 264 | 2011 |
| It pays to compare: An experimental study on computational estimation JR Star, B Rittle-Johnson Journal of Experimental Child Psychology 102 (4), 408-426, 2009 | 241 | 2009 |
| Exploring mathematics problems prepares children to learn from instruction MS DeCaro, B Rittle-Johnson Journal of experimental child psychology 113 (4), 552-568, 2012 | 239 | 2012 |
| Designing knowledge scaffolds to support mathematical problem solving B Rittle-Johnson, KR Koedinger Cognition and instruction 23 (3), 313-349, 2005 | 225 | 2005 |
| The effects of feedback during exploratory mathematics problem solving: Prior knowledge matters. ER Fyfe, B Rittle-Johnson, MS DeCaro Journal of educational psychology 104 (4), 1094, 2012 | 212 | 2012 |
Jon StarProfessor, Harvard Graduate School of EducationE-mail megerősítve itt: harvard.edu
