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Papers by Julie Booth

Research paper thumbnail of Persistent and Pernicious Errors in Algebraic Problem Solving

The Journal of Problem Solving, 2014

Research paper thumbnail of A Worked Example for Creating Worked Examples

Mathematics Teaching in the Middle School, 2015

To reduce algebraic misconceptions in middle school, combine worked examples and self-explanation... more To reduce algebraic misconceptions in middle school, combine worked examples and self-explanation prompts.

Research paper thumbnail of Design-Based Research Within the Constraints of Practice: AlgebraByExample

Journal of Education for Students Placed at Risk (JESPAR), 2015

Research paper thumbnail of The role of problem representation and feature knowledge in algebraic equation-solving

The Journal of Mathematical Behavior, 2013

Research paper thumbnail of Developmental and individual differences in pure numerical estimation

Developmental Psychology, 2006

Research paper thumbnail of Development of Numerical Estimation in Young Children

Research paper thumbnail of Numerical Magnitude Representations Influence Arithmetic Learning

Research paper thumbnail of Facilitating Low-Achieving Students��� Diagram Use in Algebraic Story Problems

Research paper thumbnail of The impact of fraction magnitude knowledge on algebra performance and learning

Journal of Experimental Child Psychology, 2014

Research paper thumbnail of Persistent and Pernicious Errors in Algebraic Problem Solving

Journal of Problem Solving, 2014

Students hold many misconceptions as they transition from arithmetic to algebraic thinking, and t... more Students hold many misconceptions as they transition from arithmetic to algebraic thinking, and these misconceptions can hinder their performance and learning in the subject.
To identify the errors in Algebra I which are most persistent and pernicious in terms of predicting student difficulty on standardized test items, the present study assessed algebraic
misconceptions using an in-depth error analysis on algebra students’ problem solving efforts at different points in the school year. Results indicate that different types of errors become more prominent with different content at different points in the year, and that there are certain types of errors that, when made during different levels of content, are indicative of math achievement difficulties. Recommendations for the necessity and timing of intervention on particular errors are discussed.

Research paper thumbnail of Persistent and Pernicious Errors in Algebraic Problem Solving

The Journal of Problem Solving, 2014

Research paper thumbnail of A Worked Example for Creating Worked Examples

Mathematics Teaching in the Middle School, 2015

To reduce algebraic misconceptions in middle school, combine worked examples and self-explanation... more To reduce algebraic misconceptions in middle school, combine worked examples and self-explanation prompts.

Research paper thumbnail of Design-Based Research Within the Constraints of Practice: AlgebraByExample

Journal of Education for Students Placed at Risk (JESPAR), 2015

Research paper thumbnail of The role of problem representation and feature knowledge in algebraic equation-solving

The Journal of Mathematical Behavior, 2013

Research paper thumbnail of Developmental and individual differences in pure numerical estimation

Developmental Psychology, 2006

Research paper thumbnail of Development of Numerical Estimation in Young Children

Research paper thumbnail of Numerical Magnitude Representations Influence Arithmetic Learning

Research paper thumbnail of Facilitating Low-Achieving Students��� Diagram Use in Algebraic Story Problems

Research paper thumbnail of The impact of fraction magnitude knowledge on algebra performance and learning

Journal of Experimental Child Psychology, 2014

Research paper thumbnail of Persistent and Pernicious Errors in Algebraic Problem Solving

Journal of Problem Solving, 2014

Students hold many misconceptions as they transition from arithmetic to algebraic thinking, and t... more Students hold many misconceptions as they transition from arithmetic to algebraic thinking, and these misconceptions can hinder their performance and learning in the subject.
To identify the errors in Algebra I which are most persistent and pernicious in terms of predicting student difficulty on standardized test items, the present study assessed algebraic
misconceptions using an in-depth error analysis on algebra students’ problem solving efforts at different points in the school year. Results indicate that different types of errors become more prominent with different content at different points in the year, and that there are certain types of errors that, when made during different levels of content, are indicative of math achievement difficulties. Recommendations for the necessity and timing of intervention on particular errors are discussed.

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