Noelle M. Crooks, Ph.D.

2014 Psychology University of Wisconsin, Madison, Madison, WI 
gesture, mathematical thinking, problem solving, cognitive development
"Noelle Crooks"
Mean distance: 19.2 (cluster 15)


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Martha W. Alibali grad student 2014 UW Madison
 (Does comparison promote gains in conceptual knowledge? The case of learning about confidence intervals.)
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Alibali MW, Crooks NM, McNeil NM. (2017) Perceptual support promotes strategy generation: Evidence from equation solving. The British Journal of Developmental Psychology
Crooks NM, Alibali MW. (2014) Defining and measuring conceptual knowledge in mathematics Developmental Review. 34: 344-377
Lockwood E, Yeo A, Crooks N, et al. (2014) Teaching about confidence intervals: How instructors connect ideas using speech and gesture Proceedings of International Conference of the Learning Sciences, Icls. 2: 1042-1046
Crooks NM, Alibali MW. (2013) Noticing relevant problem features: activating prior knowledge affects problem solving by guiding encoding. Frontiers in Psychology. 4: 884
Alibali MW, Young AG, Crooks NM, et al. (2013) Students learn more when their teacher has learned to gesture effectively Gesture. 13: 210-233
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