{"id":28,"date":"2022-09-20T12:14:09","date_gmt":"2022-09-20T16:14:09","guid":{"rendered":"https:\/\/sites.temple.edu\/stemlearning\/?page_id=28"},"modified":"2022-09-20T12:17:29","modified_gmt":"2022-09-20T16:17:29","slug":"publications","status":"publish","type":"page","link":"https:\/\/sites.temple.edu\/stemlearning\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"\n<ul class=\"wp-block-list\" type=\"1\"><li>Miller-Cotto, D., <strong>Booth, J.L<\/strong>., &amp; Newcombe, N.S. (2022). Sketching and verbal self-explanation: Do they help middle school children solve science problems? <em>Applied Cognitive Psychology<\/em>* <a href=\"http:\/\/doi.org\/10.1002\/acp.3980\">http:\/\/doi.org\/10.1002\/acp.3980<\/a><\/li><li>deVries, K.J., <strong>Booth, J.L.<\/strong>, Young, L.K., Barbieri, C.A, Garfield, E.M., &amp; Newton, K.J. (2022). Using worked examples as a scalable practice for teaching fraction magnitude and fraction computation.&nbsp;In P. Jenlink (Ed.), <em>Mathematics as the Science of Patterns: Making the Invisible Visible through Teaching <\/em>(pp. 125-149).Charlotte, NC: Information Age Publishing.<\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\"><li>Begolli, K.N., Dai, T., McGinn, K.M., &amp; <strong>Booth, J.L<\/strong>. (2021). Probability out of proportion: Self-explanation and example-based practice help low proportional reasoning students learn probability. <em>Instructional Science, 49, <\/em>441-473. <a href=\"https:\/\/doi.org\/10.1007\/s11251-021-09550-9\">https:\/\/doi.org\/10.1007\/s11251-021-09550-9<\/a><\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\"><li>Barbieri, C., <strong>Booth, J.L.,<\/strong> Begolli, K.N., &amp; McCann, N.F. (2021). The effect of worked examples on student learning and error anticipation in algebra.<em> Instructional Science<\/em>, <em>49<\/em>, 419-439. <a href=\"https:\/\/doi.org\/10.1007\/s11251-021-09545-6\">https:\/\/doi.org\/10.1007\/s11251-021-09545-6<\/a><\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\"><li>Barbieri, C., Young, L., Newton, K.J., &amp; Booth, J.L. (2021). Predicting middle school profiles of algebra performance using fraction knowledge. <em>Child Development, 92<\/em>(5), 1984-2005. <a href=\"https:\/\/doi.org\/10.1111\/cdev.13568\">https:\/\/doi.org\/10.1111\/cdev.13568<\/a><\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\"><li>Barbieri, C., &amp; <strong>Booth, J.L<\/strong>. (2020). Mistakes on display: Explaining displayed errors refines algebraic equation solving. <em>Applied Cognitive Psychology,<\/em> <em>34<\/em>(4), 862-878.<em>*<\/em> <a href=\"https:\/\/doi.org\/10.1002\/acp.3663\">https:\/\/doi.org\/10.1002\/acp.3663<\/a><\/li><li>Newton, K.J., Barbieri, C.A., &amp; <strong>Booth, J.L.<\/strong> (2020) Key mathematical competencies from arithmetic to algebra. In L. Zhang (Ed.) <em>Oxford Research Encyclopedia of Education<\/em>. New York: Oxford University Press. <a href=\"https:\/\/doi.org\/10.1093\/acrefore\/9780190264093.013.956\">https:\/\/doi.org\/10.1093\/acrefore\/9780190264093.013.956<\/a><\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\"><li>Begolli, K.N., <strong>Booth, J.L.<\/strong>, Holmes, C.A., &amp; Newcombe, N.S. (2020).&nbsp; How many apples make a quarter? The challenge of discrete fraction formats.<em> Journal of Experimental Child Psychology, 192<\/em>, 104774. <a href=\"https:\/\/doi.org\/10.1016\/j.jecp.2019.104774*\">https:\/\/doi.org\/10.1016\/j.jecp.2019.104774<\/a><\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\"><li>Young, L.K., &amp; <strong>Booth, J.L<\/strong>. (2020). Don\u2019t eliminate the negative: Influences of negative number representations on algebra performance and learning. <em>Journal of Educational Psychology,<\/em> <em>112<\/em>(2), 384\u2013396.&nbsp;<a href=\"https:\/\/doi.org\/10.1037\/edu0000371*\">https:\/\/doi.org\/10.1037\/edu0000371<\/a><\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\"><li>Newton, K.J., Lange, K.E., &amp; <strong>Booth, J.L.<\/strong> (2020). Mathematical flexibility: Aspects of a trajectory and the role of prior knowledge. <em>Journal of Experimental Education,<\/em><em> 88<\/em>(4), 503-515. <a href=\"https:\/\/doi.org\/10.1080\/00220973.2019.1586629\">https:\/\/doi.org\/10.1080\/00220973.2019.1586629<\/a><\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\"><li>McGinn, K.M., Young, L.K., &amp; <strong>Booth, J.L.<\/strong> (2019). Self explanation prompts explained. <em>Australian Primary Mathematics Classroom, 24<\/em>(4), 18-22.<\/li><li>Newcombe, N.S., <strong>Booth, J.L.<\/strong>, &amp; Gunderson, E. (2019). Spatial skills, reasoning, and mathematics. In J. Dunlosky &amp; K. Rawson (Eds.) <em>Cambridge Handbook of Cognition and Education <\/em>(pp. 100-123). New York: Cambridge University Press. https:\/\/doi.org\/10.1017\/9781108235631.006<\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\" type=\"1\"><li>Barbieri, C., Miller-Cotto, D., &amp; <strong>Booth, J.L<\/strong>. (2019). Lessening the load of misconceptions: Design-based principles for algebra learning. <em>Journal of the Learning Sciences<\/em> 28:3, 381-417, DOI: 10.1080\/10508406.2019.1573428 <\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\" type=\"1\"><li>McGinn, K.M. &amp; <strong>Booth, J.L.<\/strong> (2018). The influence of students\u2019 use of mathematics vocabulary on self-explanation and procedural knowledge. <em>Journal Bord\u00f2n: Revista de Pedagog\u00eda 70<\/em>(3), 165-184. DOI: 10.13042\/Bordon.2018.62138 <\/li><li><strong>Booth, J.L. <\/strong>(2018) Translating knowledge of children\u2019s thinking to improve education. In P. Lemaire (Ed.) <em>Cognitive Development from a Strategy Perspective: A Festschrift for Robert Siegler <\/em>(pp.155-168).New York, NY: Routledge.<\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\" type=\"1\"><li>Rolfes, T., &amp; <strong>Booth, J.L.<\/strong> (2017). Erst verstehen, dann \u00fcben! <em>Mathematik lehren, 202,<\/em> 23-26.<\/li><li>Par\u00e9-Blagoev, E.J. &amp; <strong>Booth, J.L.<\/strong> (2017). Examples at the boundaries: Using a research practice partnership to improve teaching tools in algebra. In M. Schwartz &amp; E.J. Par\u00e9-Blagoev (Eds.) <em>Research in Mind, Brain, and Education<\/em> (pp. 208-233). New York, NY: Routledge.<\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\" type=\"1\"><li><strong>Booth, J.L.<\/strong>, McGinn, K.M., Barbieri, C., Begolli, K., Chang, B, Miller-Cotto, D., Young, L.K., &amp; Davenport, J.L. (2017). Evidence for cognitive science principles that impact learning in mathematics. In D.C. Geary, D. Berch, R. Oschendorf, &amp; K.M. Koepke (Eds.) <em>Mathematical Cognition and Learning Volume 3: <\/em><em>Acquisition of Complex Arithmetic Skills and Higher-Order Mathematics Concepts<\/em> (pp. 297-325). Oxford, UK: Elsevier.<\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\" type=\"1\"><li><strong>Booth, J.<\/strong><strong>L.<\/strong>, McGinn, K.M., Barbieri, C., &amp; Young, L.K. (2017). Misconceptions and learning algebra. In S. Stewart (Ed.) \u2026<em>And the Rest is Just Algebra <\/em>(pp.63-78). Springer International Publishing.<\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\" type=\"1\"><li>Zahner, W., Dai, T., Cromley, J., Wills, T., <strong>Booth, J<\/strong>., Shipley, T., &amp; Stepnowski, W. (2017). Coordinating&nbsp;multiple representations of polynomials: What do patterns in students\u2019 solution&nbsp;strategies reveal? <em>Learning and Instruction, 49<\/em>, 131-141.<\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\" type=\"1\"><li>O\u2019Shea, A., <strong>Booth, J.L<\/strong>., Barbieri, C., McGinn, K.M., Young, L.K., &amp; Oyer, M.H. (2017). Algebra performance and motivation differences for students with learning disabilities and students of varying achievement levels. <em>Contemporary Educational Psychology, 50<\/em>, 80-96.<\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\" type=\"1\"><li>Cromley, J.G., <strong>Booth, J.L.,<\/strong> Wills, T.W., Chang, B.L., Shipley, T.F., Zahner, W., Tran, N., &amp; Madeja, M. (2017). Relation of spatial skills to high school calculus proficiency: A brief report.&nbsp; <em>Mathematical Thinking and Learning, 19<\/em>(1), 55-68.<\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\" type=\"1\"><li>Barbieri, C., &amp; <strong>Booth, J.L.<\/strong> (2016). Support for struggling students in algebra: Contributions of incorrect worked examples.&nbsp; <em>Learning and Individual Differences, 48,<\/em> 36-44.<\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\" type=\"1\"><li><strong>Booth, J.L.<\/strong>, Oyer, M.H., Par\u00e9-Blagoev, E.J., Elliot, A., Barbieri, C. Augustine, A.A., &amp; Koedinger, K.R. (2015). Learning algebra by example in real-world classrooms. <em>Journal of Research on Educational Effectiveness. 8<\/em>(4), 530-551.<\/li><li>Thompson, C.A., &amp; <strong>Booth, J.L<\/strong>. (2015). Cognitive development: Mathematics learning and instruction. In J.D. Wright (Ed.) <em>International Encyclopedia of Social and Behavioral Sciences (Second Edition) <\/em>(pp. 66-75). Oxford, UK: Elsevier.<\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\" type=\"1\"><li>Young, L.K., &amp; <strong>Booth, J.L.<\/strong> (2015). Student magnitude knowledge of negative numbers. <em>Journal of Numerical Cognition, 1<\/em>(1), 38-55<em>.<\/em><\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\" type=\"1\"><li><strong>Booth, J.L.<\/strong>, McGinn, K.M., Young, L.K., &amp; Barbieri, C. (2015). Simple practice doesn\u2019t necessarily make perfect: Evidence from the worked example effect. <em>Policy Insights from Behavioral and Brain Sciences, 2<\/em>(1), 24-32.<\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\"><li>McGinn, K.M., Lange, K.E., &amp; <strong>Booth, J.L.<\/strong> (2015). Confronting misconceptions: A worked-example for creating worked-examples. <em>Mathematics Teaching in the Middle School, 21<\/em>(1), 26-33<em>.<\/em><\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\"><li><strong>Booth, J.L.<\/strong>, Cooper, L., Donovan, M.S., Huyghe, A., Koedinger, K.R., &amp; Par\u00e9-Blagoev, E.J. (2015). Design-based research within the constraints of practice: AlgebraByExample. <em>Journal of Education for Students Placed at Risk, 20<\/em>(1-2), 79-100.<\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\"><li><strong>Booth, J.L.<\/strong>, Barbieri, C., Eyer, F., &amp; Par\u00e9-Blagoev, E.J. (2014). Persistent and pernicious misconceptions in algebraic problem solving. <em>Journal of Problem Solving, 7, <\/em>10-23.<\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\"><li>Lange, K.E.,<strong> Booth, J.L.<\/strong>, &amp; Newton, K.J. (2014). Learning algebra from worked examples. <em>Mathematics Teacher, 107, <\/em>534-540.<\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\"><li><strong>Booth, J.L.,<\/strong> Newton, K.J., Twiss-Garrity, L. (2014). The impact of fraction magnitude knowledge on algebra performance and learning. <em>Journal of Experimental Child Psychology, 118, <\/em>110-118.<\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\"><li>Koedinger, K.R., <strong>Booth, J.L<\/strong>., &amp; Klahr, D. (2013). Instructional complexity and the science to constrain it. <em>Science, 342,<\/em> 935-937.<\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\"><li><strong>Booth, J.<\/strong><strong>L.<\/strong>, &amp; Davenport, J.L. (2013). &nbsp;The role of problem representation and feature knowledge in algebraic equation-solving. <em>Journal of Mathematical Behavior, 32, <\/em>415-423.<\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\"><li><strong>Booth, J.L., <\/strong>Lange, K.E., Koedinger, K.R., &amp; Newton, K.J. (2013). Using example problems to improve student learning in algebra: Differentiating between correct and incorrect examples. <em>Learning and Instruction, 25, <\/em>24-34<em>.<\/em><\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\" type=\"1\"><li><strong>Booth, J.L., <\/strong>&amp; Newton, K. J. (2012).&nbsp; Fractions: Could they really be the gatekeeper\u2019s doorman? <em>Contemporary Educational Psychology, 37, <\/em>247-253. <\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\"><li><strong>Booth, J.L<\/strong>.<strong>, &amp; <\/strong>Koedinger, K.R. (2012). Are diagrams always helpful tools? Developmental and individual differences in the effect of presentation format on students\u2019 solutions of algebra problems. <em>British Journal of Educational <\/em><em>Psychology, <\/em><em>82<\/em>, 492\u2013511<em>.<\/em><\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\"><li><strong>Booth, J.L<\/strong> (2011). Why can\u2019t students get the concept of math?<em> Perspectives on Language and Literacy, 37, <\/em>31-35.<\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\"><li><strong>Booth, J.L.<\/strong>, &amp; Siegler, R.S. (2008). Numerical magnitude representations influence arithmetic learning. <em>Child Development, 79, <\/em>1016-1031.<\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\"><li><strong>Booth, J.L.<\/strong>, &amp; Siegler, R.S. (2006). Developmental and individual differences in numerical estimation. <em>Developmental Psychology, 41, <\/em>189-201.<\/li><li>Siegler, R.S., &amp; <strong>Booth, J.L. <\/strong>(2005). Development of numerical estimation skills. In J.A. Campbell (Ed.) <em>Handbook of Mathematical Cognition <\/em>(pp. 197-212). New York, NY: Psychology Press.<\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\"><li>Siegler, R.S., &amp; <strong>Booth, J.L. <\/strong>(2004). The development of numerical estimation skills in young children. <em>Child Development, 75, <\/em>428-444. <a href=\"https:\/\/doi.org\/10.1111\/j.1467-8624.2004.00684.x\">https:\/\/doi.org\/10.1111\/j.1467-8624.2004.00684.x<\/a><\/li><\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Miller-Cotto, D., Booth, J.L., &amp; 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., &amp; Newton, K.J. (2022). Using worked examples as a scalable practice for teaching fraction magnitude and fraction computation.&nbsp;In P. Jenlink &hellip; <\/p>\n<p class=\"link-more\"><a href=\"https:\/\/sites.temple.edu\/stemlearning\/publications\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;Publications&#8221;<\/span><\/a><\/p>\n","protected":false},"author":8279,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-28","page","type-page","status-publish","hentry","entry"],"_links":{"self":[{"href":"https:\/\/sites.temple.edu\/stemlearning\/wp-json\/wp\/v2\/pages\/28","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.temple.edu\/stemlearning\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.temple.edu\/stemlearning\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.temple.edu\/stemlearning\/wp-json\/wp\/v2\/users\/8279"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.temple.edu\/stemlearning\/wp-json\/wp\/v2\/comments?post=28"}],"version-history":[{"count":0,"href":"https:\/\/sites.temple.edu\/stemlearning\/wp-json\/wp\/v2\/pages\/28\/revisions"}],"wp:attachment":[{"href":"https:\/\/sites.temple.edu\/stemlearning\/wp-json\/wp\/v2\/media?parent=28"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}