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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Designing Knowledge Scaffolds to Support Mathematical Problem Solving
Bethany Rittle-Johnson; Kenneth R. Koedinger
Cognition and Instruction Vol. 23, No. 3 (2005) pp. 313–349
We present a methodology for designing better learning environments. In Phase 1, 6th-grade students' (n = 223) prior knowledge was assessed using a difficulty factors assessment (DFA). The assessment revealed that scaffolds designed to elicit...
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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
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Design Matters: Explorations of Content and Design in Fraction Games
Melissa Sommerfeld Gresalfi; Bethany Rittle-Johnson; Abbey Loehr; Isaac Nichols
Educational Technology Research and Development Vol. 66, No. 3 (2018) pp. 579–596
The goal of the current study was to contribute to our emergent understanding of whether and how particular types of digital games can support student learning and engagement. We focused on commercially available educational apps that focused on...
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When Feedback Is Cognitively-Demanding: The Importance of Working Memory Capacity
Emily R. Fyfe; Marci S. DeCaro; Bethany Rittle-Johnson
Instructional Science: An International Journal of the Learning Sciences Vol. 43, No. 1 (January 2015) pp. 73–91
Feedback is generally considered a beneficial learning tool, and providing feedback is a recommended instructional practice. However, there are a variety of feedback types with little guidance on how to choose the most effective one. We examined...