Julie L. Booth, Ph.D.

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
• Zahner, W., Dai, T., Cromley, J., Wills, T., Booth, J., Shipley, T., & Stepnowski, W. (in press). Coordinating multiple representations of polynomials: What do patterns in students’ solution strategies reveal? Learning and Instruction
 
• *O’Shea, A., Booth, J.L., Barbieri, C., McGinn, K.M., Young, L.K., & Oyer, M.H. (in press). Algebra performance and motivation differences for students with learning disabilities and students of varying achievement levels. Contemporary Educational Psychology
 
• Cromley, J.G., Booth, J.L., Wills, T.W., Chang, B.L., Shipley, T.F., Zahner, W., Tran, N., & Madeja, M. (2017). Relation of spatial skills to high school calculus proficiency: A brief report. Mathematical Thinking and Learning, 19(1), 55-68.
 
• *Barbieri, C., & Booth, J.L. (2016). Support for struggling students in algebra: Contributions of incorrect worked examples. Learning and Individual Differences, 48, 36-44.
 
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.
 
Book Chapters
 
• Booth, J.L., McGinn, K.M., Barbieri, C., Begolli, K., Chang, B, Miller-Cotto, D., Young, L.K., & Davenport, J.L. (2017). Evidence for cognitive science principles that impact learning in mathematics. In D.C. Geary, D. Berch, R. Oschendorf, & K.M. Koepke (Eds.) Mathematical Cognition and Learning Volume 3: Acquisition of Complex Arithmetic Skills and Higher-Order Mathematics Concepts (pp. 297-325). Oxford, UK: Elsevier.
 
• Booth, J.L., McGinn, K.M., Barbieri, C., & Young, L.K. (2017). Misconceptions and learning algebra. In S. Stewart (Ed.) …And the Rest is Just Algebra (pp.63-78). Springer International Publishing.
 
• Thompson, C.A., & Booth, J.L. (2015). Cognitive development: Mathematics learning and instruction. In J.D. Wright (Ed.) International Encyclopedia of Social and Behavioral Sciences (Second Edition) (pp. 66-75). Oxford, UK: Elsevier.

 

Conference Presentations

• Booth, J. L., Begolli, K. N., McCann, N. F. (2016, October). The effect of student learning and error anticipation in algebra. Paper presented at the Thirty-Eighth meeting of the North American Chapter of The International Group for the Psychology of Mathematics Education, Tucson, AZ.

• Barbieri, C. & Booth, J.L. (2016, April). The relationship between fraction magnitude knowledge and pre-algebra learning. Poster presented at the annual meeting of the American Education Research Association, Washington, DC.

• Barbieri, C., McGinn, K.M., & Booth, J.L. (2016, April). Errors as predictors of algebra learning. Poster presented at the annual meeting of the American Education Research Association, Washington, DC.

• McGinn, K.M., Barbieri, C., & Booth, J.L. (2016, April). Strategically determining type of example presented to student based on target algebraic misconception. Poster presented at the annual meeting of the American Education Research Association, Washington,DC.

• Barbieri, C. & Booth, J.L. (2016, April). The effects of promoting error reflection on algebra learning. Paper presented at the annual meeting of the American Education Research Association, Washington, DC.

• Yakimowski, M., Booth, J.L., Durham, R., & Scanlan, M. (2015, October). What Are Some Lessons Learned in Undergoing the Process of A Research Collaboratives with School Districts? Panel presented at the annual meeting of the Northeast Education Research Association, Trumbull, CT.

• Morden-Snipper, D., Dai, T., Booth, J.L., Chang, B.L., Cromley, J.G., & Newcombe, N.S. (2015, July). Cognitive factors and representation strategies in sketching math diagrams. Poster presented at the annual meeting of the Cognitive Science Society, Pasadena, CA.

• Booth, J.L., Cromley, J.G., Wills, T., Stepnowski, W., Shipley, T., Zahner, W., & Rossi, J. (2015, July). Individual differences in coordinating between graphs and equations of functions: Effects of CMR facilitation. Poster presented at the annual meeting of the Cognitive Science Society, Pasadena, CA.

• Booth, J.L., Cooper, L., Donovan, M.S., Huyghe, A., Koedinger, K.R., & Paré-Blagoev, E.J. (2015, April). The effectiveness of AlgebraByExample: Evidence from a year-long randomized controlled trial. Paper presented at the annual meeting of the American Education Research Association, Chicago, IL.