Articles
If you are interested in receiving a free copy of any of these research articles, email us at compare@gse.harvard.edu
Comparing and Discussing Multiple Strategies: An Approach to Improving Algebra Instruction
Durkin, K., Rittle-Johnson, B., Star, J., & Loehr, A. (in press). The Journal of Experiential Education.
How Can Cognitive Science Research Help Improve Education? The Case of Comparing Multiple Strategies to Improve Mathematics Learning and Teaching
Rittle-Johnson, B., Star, J. R., & Durkin, K. (2020). Current Directions in Psychological Science, 29, 599–609.
Compare and Discuss to Promote Deep Learning
Rittle-Johnson, B., Star, J., Durkin, K. & Loehr, A. (2020). In E. Manalo (Ed.), Deeper Learning, Communicative Competence, and Critical Thinking: Innovative, Research-Based Strategies for Development in 21st Century Classrooms (pp. 48-64). New York, NY. Routledge.
Does Calling It ‘Morgan’s Way’ Reduce Student Learning? Evaluating the Effect of Person-Presentation During Comparison and Discussion of Worked Examples in Mathematics Classrooms
Loehr, A., Rittle-Johnson, B., Durkin, K., & Star, J.R. (2020). Applied Cognition Psychology, 34, 825-836.
The Power of Comparison in Mathematics Instruction: Experimental Evidence From Classrooms
Rittle-Johnson, B., Star, J. R., & Durkin, K. (2017). In D. Geary, D. Berch, R. Ochsendorf, & K. Mann Koepke (Eds.), Acquisition of complex arithmetic skills and higher-order mathematics concepts (pp. 273-295). Cambridge, MA: Academic Press.
Using Comparison of Multiple Strategies in the Mathematics Classroom: Lessons Learned and Next Steps
Durkin, K., Star, J. R., & Rittle-Johnson, B. (2017). ZDM, 49(4), 585-597.
Small Steps Forward: Improving Mathematics Instruction Incrementally
Star, J. R. (2016). Phi Delta Kappan, 97, 58-62. doi: 10.1177/0031721716641651
Learning From Comparison in Algebra
Star, J.R., Pollack, C., Durkin, K., Rittle-Johnson, B., Lynch, K., Newton, K., & Gogolen, C. (2015). Contemporary Educational Psychology, 40, 41-54. doi: 10.1016/j.cedpsych.2014.05.005
Not a One-Way Street: Bi-Directional Relations Between Procedural and Conceptual Knowledge of Mathematics
Rittle-Johnson, B., Schneider, M., & Star, J.R. (2015). Educational Psychology Review, 27(4), 587-597. doi: 10.1007/s10648-015-9302-x
Student, Teacher, and Instructional Characteristics Related to Students' Gains in Flexibility
Star, J.R., Newton, K., Pollack, C., Kokka, K., Rittle-Johnson, B., & Durkin, K. (2015). Contemporary Educational Psychology, 41, 198-208. doi: 10.1016/j.cedpsych.2015.03.001
Teachers' Views About Multiple Strategies in Middle and High School Mathematics
Lynch, K., & Star, J.R. (2014). Mathematical Thinking and Learning, 16(2), 85-108. doi: 10.1080/10986065.2014.889501
Exploring Teachers' Implementation of Comparison in Algebra I
Lynch, K. & Star, J.R. (2014). Journal of Mathematical Behavior, 35, 144-163. doi: 10.1016/j.jmathb.2014.07.003
Views of Struggling Students on Instruction Incorporating Multiple Strategies in Algebra I: An Exploratory Study
Lynch, K., & Star, J.R. (2014). Journal for Research in Mathematics Education, 45(1), 6-18.
Using Strategic Interruptions to Effectively Integrate Whole Class and Small Group Instruction in Mathematics
Star, J.R., & Kokka, K. (2013). The Mathematics Educator (Singapore), 14 (1&2), 1-20.
Exploring the Nature and Impact of Model Teaching With Worked Example Pairs
Newton, K.J., & Star, J.R. (2013). Mathematics Teacher Educator, 2(1), 86-102.
Developing Procedural Flexibility: When Should Multiple Procedures Be Introduced?
Rittle-Johnson, B., Star, J.R., & Durkin, K. (2012). British Journal of Educational Psychology, 82, 436-455.
Relations Between Conceptual Knowledge, Procedural Knowledge, and Procedural Flexibility in Two Samples Differing in Prior Knowledge
Schneider, M., Rittle-Johnson, B., & Star, J.R. (2011). Developmental Psychology, 47(6), 1525-1538.
Exploring the Development of Flexibility in Struggling Algebra Students
Newton, K., Star, J.R., & Lynch, K. (2010). Mathematical Thinking and Learning, 12(4), 282-305.
Comparison Helps Students Learn to Be Better Estimators
Star, J.R., Kenyon, M., Joiner, R., & Rittle-Johnson, B. (2010). Teaching Children Mathematics, 16(9), 557-563.
Comparing Pays Off!
Star, J.R., Kenyon, M., Joiner, R., & Rittle-Johnson, B. (2010). Mathematics Teacher, 103(8), 608-612.
The Importance of Prior Knowledge When Comparing Examples: Impact on Conceptual and Procedural Knowledge of Equation Solving
Rittle-Johnson, B., Star, J.R., & Durkin, K. (2009). Journal of Educational Psychology, 101(4), 836-852.
The Nature and Development of Experts' Strategy Flexibility for Solving Equations
Star, J.R., & Newton, K.J. (2009). ZDM - The International Journal on Mathematics Education, 41, 557-567.
Making Algebra Work: Instructional Strategies That Deepen Student Understanding, Within and Between Representations
Star, J.R., & Rittle-Johnson, B. (2009). ERS Spectrum, 27(2), 11-18.
It Pays to Compare: An Experimental Study on Computational Estimation
Star, J.R., & Rittle-Johnson, B. (2009). Journal of Experimental Child Psychology, 102, 408-426.
Compared to What? The Effects of Different Comparisons on Conceptual Knowledge and Procedural Flexibility for Equation Solving
Rittle-Johnson, B, & Star, J.R. (2009). Journal of Educational Psychology, 101(3), 529-544.
Does Comparing Solution Methods Facilitate Conceptual and Procedural Knowledge? An Experimental Study on Learning to Solve Equations
Rittle-Johnson, B, & Star, J.R. (2007). Journal of Educational Psychology, 99(3), 561-574.
