Shanta Hattikudur, Ph.D.
Assistant Professor of Educational Psychology
Psychological Studies in Education

1301 Cecil B. Moore Ave.
Ritter Annex Room 291, College of Education 
Philadelphia, PA 19122
phone/fax: (215) 204-6101 / (215) 204-6013

  • Ph.D. Psychology, University of Wisconsin - Madison
  • B.S. Psychology, Duke University
Areas of Professional Interest
  • Comparison in Mathematical Learning
  • Learning Concepts and Procedures
  • Mechanisms of Learning
  • Developmental Psychology for Educators
Recent Scholarship
Hattikudur, S., Sidney, P. G., & Alibali, M. W. (in press). Does Comparing Informal and Formal Procedures Promote Mathematics Learning? The Benefits of Bridging Depend on Attitudes Towards Mathematics. Journal of Problem Solving.
Sidney, P. G., Hattikudur, S., & Alibali, M. W. (2015). How do contrasting cases and self-explanation promote learning? Evidence from fraction division. Learning and Instruction, 40, 29-38.
Hattikudur, S., Prather, R. W., Asquith, P. S., Alibali, M. W., Knuth, E. J., & Nathan, M. (2012). Constructing graphical representations: Exploring middle schoolers’ intuitions and developing knowledge about slope and intercept. School Science and Mathematics, 112(4), 230-240.
Hattikudur, S. & Postle, B. R. (2011). Effects of test-enhanced learning in a cognitive development course. Journal of Behavioral and Neuroscience Research, 9(2), 151-157.
McNeil, N. M., Rittle-Johnson, B., Hattikudur, S., & Petersen, L. (2010). Continuity in representation between children and adults: Arithmetic knowledge hinders undergraduates’ algebraic problem solving. Journal of Cognition and Development, 11(4), 437-457. 
Hattikudur, S., & Alibali, M. W. (2010). Learning about the equal sign: Does comparing with inequality symbols help? Journal of Experimental Child Psychology, 107(1), 15-30.
McNeil, N. M., Weinberg, A., Hattikudur, S., Stephens, A. C., Asquith, P., Knuth, E. J., & Alibali, M. W. (2010). A is for apple: Mnemonic symbols hinder the interpretation of algebraic expressions. Journal of Educational Psychology, 102(3), 625-634.
Knuth, E. J., Alibali, M. W., Hattikudur, S., McNeil, N. M., & Stephens, A. C. (2008). The importance of equal sign understanding in the middle grades. Mathematics Teaching in the Middle School, 13, 514-519.
Alibali, M. W., Knuth, E. J., Hattikudur, S., McNeil, N. M., & Stephens, A., C. (2007). A longitudinal examination of middle school students’ understanding of the equal sign and equivalent equations. Mathematical Thinking and Learning, 9(3), 221-246. 
McNeil, N. M., Grandau, L., Knuth, E. J., Alibali, M. W., Stephens, A. C., Hattikudur, S., & Krill, D. E. (2006). Middle-school students’ understanding of the equal sign: The books they read can’t help. Cognition and Instruction, 24(3), 367-385.