## Julie L. Booth, Ph.D.

Associate Dean of Undergraduate Education

Associate Professor

Office of the Dean

Policy, Organizational, & Leadership Studies

Ritter Annex 211

1301 Cecil B. Moore Ave.

Philadelphia, PA 19122

phone/fax: (215) 204-6223/ (215) 204-6013

julie.booth@temple.edu

Education

- Ph.D. Psychology, Carnegie Mellon University
- B. Phil. Psychology and Business, University of Pittsburgh

Areas of Professional Interest

- Conceptual and procedural knowledge in mathematics
- Self-explanation of worked examples
- Cognitive development
- External representations

Recent Scholarship

• Booth, J.L., Oyer, M.H., Paré-Blagoev, E.J., Elliot, A., Barbieri, C. Augustine, A.A., & Koedinger, K.R. (2015). Learning algebra by example in real-world classrooms. Journal of Research on Educational Effectiveness. 8(4), 530-551.

• *Young, L.K., & Booth, J.L. (2015). Student magnitude knowledge of negative numbers. Journal of Numerical Cognition, 1(1), 38-55.

• Booth, J.L., McGinn, K.M., Young, L.K., & Barbieri, C. (2015). Simple practice doesn’t necessarily make perfect: Evidence from the worked example effect. Policy Insights from Behavioral and Brain Sciences, 2(1), 24-32.

• *McGinn, K.M., Lange, K.E., & Booth, J.L. (2015). Confronting misconceptions: A worked-example for creating worked-examples. Mathematics Teaching in the Middle School, 21(1), 26-33.

• Booth, J.L., Cooper, L., Donovan, M.S., Huyghe, A., Koedinger, K.R., & Paré-Blagoev, E.J. (2015). Design-based research within the constraints of practice: AlgebraByExample. Journal of Education for Students Placed at Risk, 20(1-2), 79-100.

• Booth, J.L., Barbieri, C., Eyer, F., & Paré-Blagoev, E.J. (2014). Persistent and pernicious misconceptions in algebraic problem solving. Journal of Problem Solving, 7, 10-23.

• *Lange, K.E., Booth, J.L., & Newton, K.J. (2014). Learning algebra from worked examples. Mathematics Teacher, 107, 534-540.

• Booth, J.L., Newton, K.J., Twiss-Garrity, L. (2014). The impact of fraction magnitude knowledge on algebra performance and learning. Journal of Experimental Child Psychology, 118, 110-118.

• Koedinger, K.R., Booth, J.L., & Klahr, D. (2013). Instructional complexity and the science to constrain it. Science, 342, 935-937.

• Booth, J.L., & Davenport, J.L. (2013). The role of problem representation and feature knowledge in algebraic equation-solving. Journal of Mathematical Behavior, 32, 415-423.

• Booth, J.L., Lange, K.E., Koedinger, K.R., & Newton, K.J. (2013). Using example problems to improve student learning in algebra: Differentiating between correct and incorrect examples. Learning and Instruction, 25, 24-34.

• Booth, J.L., & Newton, K. J. (2012). Fractions: Could they really be the gatekeeper’s doorman? Contemporary Educational Psychology, 37, 247-253.

• Booth, J.L., & Koedinger, K.R. (2012). Are diagrams always helpful tools? Developmental and individual differences in the effect of presentation format on students’ solutions of algebra problems. British Journal of Educational Psychology, 82, 492–511.

• Booth, J.L (2011). Why can’t students get the concept of math? Perspectives on Language and Literacy, 37, 31-35.