There are a number of factors that might influence whether and when a student is successful at learning from a given type of instruction. The STEM Learning Lab has conducted research to investigate several types of individual differences in student characteristics that may influence STEM learning, including their understanding of different types of numerical magnitudes, representations of problem features, and other types of prior knowledge or motivation.
Key Publications
- Young, L.K., & Booth, J.L. (2020). Don’t eliminate the negative: Influences of negative number representations on algebra performance and learning. Journal of Educational Psychology, 112(2), 384–396. https://doi.org/10.1037/edu0000371*
- Newton, K.J., Lange, K.E., & Booth, J.L. (2020). Mathematical flexibility: Aspects of a trajectory and the role of prior knowledge. Journal of Experimental Education, 88(4), 503-515. https://doi.org/10.1080/00220973.2019.1586629*
- McGinn, K.M. & Booth, J.L. (2018). The influence of students’ use of mathematics vocabulary on self-explanation and procedural knowledge. Journal Bordòn: Revista de Pedagogía 70(3), 165-184. DOI: 10.13042/Bordon.2018.62138
- O’Shea, A., Booth, J.L., Barbieri, C., McGinn, K.M., Young, L.K., & Oyer, M.H. (2017). Algebra performance and motivation differences for students with learning disabilities and students of varying achievement levels. Contemporary Educational Psychology, 50, 80-96.
- Young, L.K., & Booth, J.L. (2015). Student magnitude knowledge of negative numbers. Journal of Numerical Cognition, 1(1), 38-55.
- Booth, J.L., Barbieri, C., Eyer, F., & Paré-Blagoev, E.J. (2014). Persistent and pernicious misconceptions in algebraic problem solving. Journal of Problem Solving, 7, 10-23.
- Booth, J.L., & Davenport, J.L. (2013). The role of problem representation and feature knowledge in algebraic equation-solving. Journal of Mathematical Behavior, 32, 415-423.
- Booth, J.L (2011). Why can’t students get the concept of math? Perspectives on Language and Literacy, 37, 31-35.
- Booth, J.L., & Siegler, R.S. (2008). Numerical magnitude representations influence arithmetic learning. Child Development, 79, 1016-1031.
- Booth, J.L., & Siegler, R.S. (2006). Developmental and individual differences in numerical estimation. Developmental Psychology, 41, 189-201.