☰

Julie L. Booth, Ph.D.

Affiliations: 
Carnegie Mellon University, Pittsburgh, PA 
Google:
"Julie Booth"
Mean distance: 20.84 (cluster 47)
 		SNBCP
Tree Publications Grants Similar researchers PubMed Report error

Parents

Sign in to add mentor
Robert Siegler grad student 2005 Carnegie Mellon
 (The importance of an accurate understanding of numerical magnitudes.)

Children

Sign in to add trainee
Christina Areizaga Barbieri grad student Temple University (EduTree)

Collaborators

Sign in to add collaborator
BETA: Related publications

Publications

You can help our author matching system! If you notice any publications incorrectly attributed to this author, please sign in and mark matches as correct or incorrect.

Barbieri CA, Young LK, Newton KJ, et al. (2021) Predicting Middle School Profiles of Algebra Performance Using Fraction Knowledge. Child Development
Begolli KN, Booth JL, Holmes CA, et al. (2020) How many apples make a quarter? The challenge of discrete proportional formats. Journal of Experimental Child Psychology. 192: 104774
Newton KJ, Lange K, Booth JL. (2020) Mathematical Flexibility: Aspects of a Continuum and the Role of Prior Knowledge Journal of Experimental Education. 88: 503-515
Young LK, Booth JL. (2020) Don’t eliminate the negative: influences of negative number magnitude knowledge on algebra performance and learning Journal of Educational Psychology. 112: 384-396
Barbieri CA, Booth JL. (2020) Mistakes on display: Incorrect examples refine equation solving and algebraic feature knowledge Applied Cognitive Psychology. 34: 862-878
Barbieri CA, Miller-Cotto D, Booth JL. (2019) Lessening the Load of Misconceptions: Design-Based Principles for Algebra Learning The Journal of the Learning Sciences. 28: 381-417
Cromley JG, Booth JL, Wills TW, et al. (2017) Relation of Spatial Skills to Calculus Proficiency: A Brief Report Mathematical Thinking and Learning. 19: 55-68
Zahner W, Dai T, Cromley JG, et al. (2017) Coordinating multiple representations of polynomials: What do patterns in students' solution strategies reveal? Learning and Instruction. 49: 131-141
O'Shea A, Booth JL, Barbieri C, et al. (2016) Algebra performance and motivation differences for students with learning disabilities and students of varying achievement levels Contemporary Educational Psychology
Booth JL, McGinn KM, Young LK, et al. (2015) Simple Practice Doesn’t Always Make Perfect Evidence From the Worked Example Effect Policy Insights From the Behavioral and Brain Sciences. 2: 24-32
See more...