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