Bethany Rittle‐Johnson

Author

Vanderbilt University ORCID

Also Known As

Bethany Rittle-Johnson, Bethany Rittle‐Johnson, Clayback, Kelsey Ann, Douglas, Ashli-Ann, Emily R. Fyfe

150

Publications

9.1K

Citations

H-Index

112

Concepts

All Affiliations

Vanderbilt University Harvard University University of Louisville Carnegie Mellon University Harvard University Press

About

Bethany Rittle‐Johnson is an author at Vanderbilt University specializing in education, mathematics education, and cognitive science.

Top Concepts

#	Concept	H-Index	Publications	Citations
1	Education	33	41	5.3K
2	Business	3	3	206
3	Engineering	3	3	288
4	Arts	1	1	26
5	Language Studies	1	1	98

Bethany Rittle‐Johnson

Publications

8.2K

Citations

H-Index

Page 1

	Year	Citations
Developing conceptual understanding and procedural skill in mathematics: An iterative process. Bethany Rittle‐Johnson, Robert S. Siegler, Martha W. Alibali Journal of Educational Psychology	2001	1K
Conceptual and procedural knowledge of mathematics: Does one lead to the other? Bethany Rittle‐Johnson, Martha W. Alibali Journal of Educational Psychology Problem-solving ProceduresEducational PsychologyEducationCognitionConceptual Knowledge Acquisition	1999	557
Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations. Bethany Rittle‐Johnson, Jon R. Star Journal of Educational Psychology EducationCognitionConceptual Knowledge AcquisitionLearning-by-doingTeaching Method	2007	513
Promoting Transfer: Effects of Self-Explanation and Direct Instruction Bethany Rittle‐Johnson Child Development	2006	391
Not a One-Way Street: Bidirectional Relations Between Procedural and Conceptual Knowledge of Mathematics Bethany Rittle‐Johnson, Michael Schneider, Jon R. Star Educational Psychology Review Concept FormationMathematics EducationPhilosophy Of LanguageCognitive ScienceEducation	2015	341
Compared with what? The effects of different comparisons on conceptual knowledge and procedural flexibility for equation solving. Bethany Rittle‐Johnson, Jon R. Star Journal of Educational Psychology Numerical AnalysisEducational PsychologyEducationCognitionConceptual Knowledge	2009	273
The effectiveness of using incorrect examples to support learning about decimal magnitude Kelley Durkin, Bethany Rittle‐Johnson Learning and Instruction Mathematics EducationCognitive ScienceError AnalysisMeasurementIncorrect Examples	2011	240
The importance of prior knowledge when comparing examples: Influences on conceptual and procedural knowledge of equation solving. Bethany Rittle‐Johnson, Jon R. Star, Kelley Durkin Journal of Educational Psychology Expertise-reversal EffectEducational PsychologyEducationCognitionConceptual Knowledge Acquisition	2009	229
Relations among conceptual knowledge, procedural knowledge, and procedural flexibility in two samples differing in prior knowledge. Michael Schneider, Bethany Rittle‐Johnson, Jon R. Star Developmental Psychology Concept FormationPrior Knowledge IncorporationEducational PsychologyComplex Knowledge StructuresEducation	2011	223
Learning to Spell: Variability, Choice, and Change in Children's Strategy Use Bethany Rittle‐Johnson, Robert S. Siegler Child Development	1999	218

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