Publications

  • Miller-Cotto, D., Booth, J.L., & Newcombe, N.S. (2022). Sketching and verbal self-explanation: Do they help middle school children solve science problems? Applied Cognitive Psychology* http://doi.org/10.1002/acp.3980
  • deVries, K.J., Booth, J.L., Young, L.K., Barbieri, C.A, Garfield, E.M., & Newton, K.J. (2022). Using worked examples as a scalable practice for teaching fraction magnitude and fraction computation. In P. Jenlink (Ed.), Mathematics as the Science of Patterns: Making the Invisible Visible through Teaching (pp. 125-149).Charlotte, NC: Information Age Publishing.
  • Begolli, K.N., Dai, T., McGinn, K.M., & Booth, J.L. (2021). Probability out of proportion: Self-explanation and example-based practice help low proportional reasoning students learn probability. Instructional Science, 49, 441-473. https://doi.org/10.1007/s11251-021-09550-9
  • Barbieri, C., Booth, J.L., Begolli, K.N., & McCann, N.F. (2021). The effect of worked examples on student learning and error anticipation in algebra. Instructional Science, 49, 419-439. https://doi.org/10.1007/s11251-021-09545-6
  • Barbieri, C., Young, L., Newton, K.J., & Booth, J.L. (2021). Predicting middle school profiles of algebra performance using fraction knowledge. Child Development, 92(5), 1984-2005. https://doi.org/10.1111/cdev.13568
  • Barbieri, C., & Booth, J.L. (2020). Mistakes on display: Explaining displayed errors refines algebraic equation solving. Applied Cognitive Psychology, 34(4), 862-878.* https://doi.org/10.1002/acp.3663
  • Newton, K.J., Barbieri, C.A., & Booth, J.L. (2020) Key mathematical competencies from arithmetic to algebra. In L. Zhang (Ed.) Oxford Research Encyclopedia of Education. New York: Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.956
  • Begolli, K.N., Booth, J.L., Holmes, C.A., & Newcombe, N.S. (2020).  How many apples make a quarter? The challenge of discrete fraction formats. Journal of Experimental Child Psychology, 192, 104774. https://doi.org/10.1016/j.jecp.2019.104774
  • 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., Young, L.K., & Booth, J.L. (2019). Self explanation prompts explained. Australian Primary Mathematics Classroom, 24(4), 18-22.
  • Newcombe, N.S., Booth, J.L., & Gunderson, E. (2019). Spatial skills, reasoning, and mathematics. In J. Dunlosky & K. Rawson (Eds.) Cambridge Handbook of Cognition and Education (pp. 100-123). New York: Cambridge University Press. https://doi.org/10.1017/9781108235631.006
  • Barbieri, C., Miller-Cotto, D., & Booth, J.L. (2019). Lessening the load of misconceptions: Design-based principles for algebra learning. Journal of the Learning Sciences 28:3, 381-417, DOI: 10.1080/10508406.2019.1573428
  • 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
  • Booth, J.L. (2018) Translating knowledge of children’s thinking to improve education. In P. Lemaire (Ed.) Cognitive Development from a Strategy Perspective: A Festschrift for Robert Siegler (pp.155-168).New York, NY: Routledge.
  • Rolfes, T., & Booth, J.L. (2017). Erst verstehen, dann üben! Mathematik lehren, 202, 23-26.
  • Paré-Blagoev, E.J. & Booth, J.L. (2017). Examples at the boundaries: Using a research practice partnership to improve teaching tools in algebra. In M. Schwartz & E.J. Paré-Blagoev (Eds.) Research in Mind, Brain, and Education (pp. 208-233). New York, NY: Routledge.
  • Booth, J.L., McGinn, K.M., Barbieri, C., Begolli, K., Chang, B, Miller-Cotto, D., Young, L.K., & Davenport, J.L. (2017). Evidence for cognitive science principles that impact learning in mathematics. In D.C. Geary, D. Berch, R. Oschendorf, & K.M. Koepke (Eds.) Mathematical Cognition and Learning Volume 3: Acquisition of Complex Arithmetic Skills and Higher-Order Mathematics Concepts (pp. 297-325). Oxford, UK: Elsevier.
  • Booth, J.L., McGinn, K.M., Barbieri, C., & Young, L.K. (2017). Misconceptions and learning algebra. In S. Stewart (Ed.) …And the Rest is Just Algebra (pp.63-78). Springer International Publishing.
  • Zahner, W., Dai, T., Cromley, J., Wills, T., Booth, J., Shipley, T., & Stepnowski, W. (2017). Coordinating multiple representations of polynomials: What do patterns in students’ solution strategies reveal? Learning and Instruction, 49, 131-141.
  • 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.
  • Cromley, J.G., Booth, J.L., Wills, T.W., Chang, B.L., Shipley, T.F., Zahner, W., Tran, N., & Madeja, M. (2017). Relation of spatial skills to high school calculus proficiency: A brief report.  Mathematical Thinking and Learning, 19(1), 55-68.
  • Barbieri, C., & Booth, J.L. (2016). Support for struggling students in algebra: Contributions of incorrect worked examples.  Learning and Individual Differences, 48, 36-44.
  • Booth, J.L., Oyer, M.H., Paré-Blagoev, E.J., Elliot, A., Barbieri, C. Augustine, A.A., & Koedinger, K.R. (2015). Learning algebra by example in real-world classrooms. Journal of Research on Educational Effectiveness. 8(4), 530-551.
  • Thompson, C.A., & Booth, J.L. (2015). Cognitive development: Mathematics learning and instruction. In J.D. Wright (Ed.) International Encyclopedia of Social and Behavioral Sciences (Second Edition) (pp. 66-75). Oxford, UK: Elsevier.
  • Young, L.K., & Booth, J.L. (2015). Student magnitude knowledge of negative numbers. Journal of Numerical Cognition, 1(1), 38-55.
  • Booth, J.L., McGinn, K.M., Young, L.K., & Barbieri, C. (2015). Simple practice doesn’t necessarily make perfect: Evidence from the worked example effect. Policy Insights from Behavioral and Brain Sciences, 2(1), 24-32.
  • McGinn, K.M., Lange, K.E., & Booth, J.L. (2015). Confronting misconceptions: A worked-example for creating worked-examples. Mathematics Teaching in the Middle School, 21(1), 26-33.
  • Booth, J.L., Cooper, L., Donovan, M.S., Huyghe, A., Koedinger, K.R., & Paré-Blagoev, E.J. (2015). Design-based research within the constraints of practice: AlgebraByExample. Journal of Education for Students Placed at Risk, 20(1-2), 79-100.
  • 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.
  • Lange, K.E., Booth, J.L., & Newton, K.J. (2014). Learning algebra from worked examples. Mathematics Teacher, 107, 534-540.
  • Booth, J.L., Newton, K.J., Twiss-Garrity, L. (2014). The impact of fraction magnitude knowledge on algebra performance and learning. Journal of Experimental Child Psychology, 118, 110-118.
  • Koedinger, K.R., Booth, J.L., & Klahr, D. (2013). Instructional complexity and the science to constrain it. Science, 342, 935-937.
  • 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., Lange, K.E., Koedinger, K.R., & Newton, K.J. (2013). Using example problems to improve student learning in algebra: Differentiating between correct and incorrect examples. Learning and Instruction, 25, 24-34.
  • Booth, J.L., & Newton, K. J. (2012).  Fractions: Could they really be the gatekeeper’s doorman? Contemporary Educational Psychology, 37, 247-253.
  • Booth, J.L., & Koedinger, K.R. (2012). Are diagrams always helpful tools? Developmental and individual differences in the effect of presentation format on students’ solutions of algebra problems. British Journal of Educational Psychology, 82, 492–511.
  • 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.
  • Siegler, R.S., & Booth, J.L. (2005). Development of numerical estimation skills. In J.A. Campbell (Ed.) Handbook of Mathematical Cognition (pp. 197-212). New York, NY: Psychology Press.