Search results for author:"Bethany Rittle-Johnson"
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The effectiveness of using incorrect examples to support learning about decimal magnitude
Kelley Durkin; Bethany Rittle-Johnson
Learning and Instruction Vol. 22, No. 3 (June 2012) pp. 206–214
Comparing common mathematical errors to correct examples may facilitate learning, even for students with limited prior domain knowledge. We examined whether studying incorrect and correct examples was more effective than studying two correct...
Language: English
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Diagnosing misconceptions: Revealing changing decimal fraction knowledge
Kelley Durkin; Bethany Rittle-Johnson
Learning and Instruction Vol. 37, No. 1 (June 2015) pp. 21–29
Conceptual change is a gradual process that occurs as students integrate new information into their existing conceptions. Throughout this process, assessing learning requires measures to diagnose misconceptions and understand how knowledge is...
Language: English
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Flexibility in problem solving: The case of equation solving
Jon R. Star; Bethany Rittle-Johnson
Learning and Instruction Vol. 18, No. 6 pp. 565–579
A key learning outcome in problem-solving domains is the development of flexible knowledge, where learners know multiple strategies and adaptively choose efficient strategies. Two interventions hypothesized to improve flexibility in problem solving...
Language: English