Shanta Hattikudur, Ph.D.
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
shanta.hattikudur@temple.edu

Education
  • 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.