Biography
Dr. Julie L. Booth received her doctoral degree in psychology in 2005 from Carnegie Mellon University and trained as a postdoctoral fellow at the NSFfunded Pittsburgh Science of Learning Center, where she conducted research on students’ learning in realworld classrooms. Dr. Booth has received funding from both IES and NSF as primary investigator or coprimary investigator on nine federal grants, including her current IES grant on the connections between fraction knowledge and algebra and the MathByExample project managed by the Strategic Education Research Partnership. She is published in top journals for both psychology and education fields, including Child Development, Learning and Instruction, and Science. Her research interests lie in translating between cognitive science/cognitive development and education by finding ways to bring laboratory tested cognitive principles to realworld classrooms, identifying prerequisite skills and knowledge necessary for learning, and examining individual differences in the effectiveness of instructional techniques based on learner characteristics. She recently won the Linking Research and Practice Outstanding Publication Award from the National Council of Teachers of Mathematics.
Courses Taught
Number 
Name 
Level 

EDUC 9987 
Teaching Apprenticeship 
Graduate 
Selected Publications

Barbieri, C.A., Young, L.K., Newton, K.J., & Booth, J.L. (2021). Predicting Middle School Profiles of Algebra Performance Using Fraction Knowledge. Child Development, 92(5), pp. 19842005. doi: 10.1111/cdev.13568

Barbieri, C.A., Booth, J.L., Begolli, K.N., & McCann, N. (2021). The effect of worked examples on student learning and error anticipation in algebra. Instructional Science, 49(4), pp. 419439. doi: 10.1007/s11251021095456

Begolli, K.N., Dai, T., McGinn, K.M., & Booth, J.L. (2021). Could probability be out of proportion? Selfexplanation and examplebased practice help students with lower proportional reasoning skills learn probability. Instructional Science, 49(4), pp. 441473. doi: 10.1007/s11251021095509

Newton, K.J., Lange, K., & Booth, J.L. (2020). Mathematical Flexibility: Aspects of a Continuum and the Role of Prior Knowledge. Journal of Experimental Education, 88(4), pp. 503515. doi: 10.1080/00220973.2019.1586629

Barbieri, C.A. & Booth, J.L. (2020). Mistakes on display: Incorrect examples refine equation solving and algebraic feature knowledge. Applied Cognitive Psychology, 34(4), pp. 862878. doi: 10.1002/acp.3663

Begolli, K.N., Booth, J.L., Holmes, C.A., & Newcombe, N.S. (2020). How many apples make a quarter? The challenge of discrete proportional formats. Journal of Experimental Child Psychology, 192. doi: 10.1016/j.jecp.2019.104774

Barbieri, C.A., MillerCotto, D., & Booth, J.L. (2019). Lessening the Load of Misconceptions: DesignBased Principles for Algebra Learning. Journal of the Learning Sciences, 28(3), pp. 381417. doi: 10.1080/10508406.2019.1573428

Young, L.K. & Booth, J.L. (2019). Don't Eliminate the Negative: Influences of Negative Number Magnitude Knowledge on Algebra Performance and Learning. Journal of Educational Psychology. doi: 10.1037/edu0000371

Newcombe, N.S., Booth, J.L., & Gunderson, E.A. (2019). Spatial skills, reasoning, and mathematics. In The Cambridge Handbook of Cognition and Education (pp. 100123). doi: 10.1017/9781108235631.006

Booth, J.L., Newton, K.J., Pendergast, L.H., & Barbieri, C. (2018). Opening the door to algebra: The role of fraction knowledge in algebra learning. Proceedings of International Conference of the Learning Sciences, ICLS, 3(2018June), pp. 15811582.

Hallinen, N.R. & Booth, J.L. (2018). Don’t just do it, explain it: A 5^{th} grade worked examples curriculum supports transfer to algebra content. Proceedings of International Conference of the Learning Sciences, ICLS, 3(2018June), pp. 16471648.

McGinn, K.M. & Booth, J.L. (2018). Precise mathematics communication: The use of formal and informal language. Bordon, Revista De Pedagogia, 70(3), pp. 165184. doi: 10.13042/Bordon.2018.62138

ParéBlagoev, E.J. & Booth, J. (2017). Examples at the boundaries: Using a research practice partnership to improve teaching tools in Algebra. In Research in Mind, Brain, and Education (pp. 208233).

O'Shea, A., Booth, J.L., Barbieri, C., McGinn, K.M., Young, L.K., & Oyer, M.H. (2017). Algebra performance and motivation differences for students with learning disabilities and students of varying achievement levels. Contemporary Educational Psychology, 50, pp. 8096. doi: 10.1016/j.cedpsych.2016.03.003

Zahner, W., Dai, T., Cromley, J.G., Wills, T.W., Booth, J.L., Shipley, T.F., & Stepnowski, W. (2017). Coordinating multiple representations of polynomials: What do patterns in students' solution strategies reveal? Learning and Instruction, 49, pp. 131141. doi: 10.1016/j.learninstruc.2017.01.007

Cromley, J.G., Booth, J.L., Wills, T.W., Chang, B.L., Tran, N., Madeja, M., Shipley, T.F., & Zahner, W. (2017). Relation of Spatial Skills to Calculus Proficiency: A Brief Report. Mathematical Thinking and Learning, 19(1), pp. 5568. doi: 10.1080/10986065.2017.1258614

Booth, J.L. (2017). Translating knowledge of children’s thinking to improve education. In Cognitive Development from a Strategy Perspective: A Festschrift for Robert Siegler (pp. 155168). doi: 10.4324/9781315200446

Barbieri, C. & Booth, J.L. (2016). Support for struggling students in algebra: Contributions of incorrect worked examples. Learning and Individual Differences, 48, pp. 3644. doi: 10.1016/j.lindif.2016.04.001

Booth, J.L., McGinn, K.M., Barbieri, C., & Young, L.K. (2016). Misconceptions and learning algebra. In And the Rest is Just Algebra (pp. 6378). doi: 10.1007/9783319450537_4

Booth, J.L., McGinn, K.M., Young, L.K., & Barbieri, C. (2015). Simple Practice Doesn’t Always Make Perfect: Evidence From the Worked Example Effect., pp. 2432. doi: 10.1177/2372732215601691

McGinn, K.M., Lange, K.E., & Booth, J.L. (2015). A Worked Example for Creating Worked Examples. Mathematics Teaching in the Middle School, 21(1), pp. 2633. Retrieved from http://libproxy.temple.edu/

Booth, J.L., Cooper, L.A., Donovan, M.S., Huyghe, A., Koedinger, K.R., & ParéBlagoev, E.J. (2015). DesignBased Research Within the Constraints of Practice: AlgebraByExample. Journal of Education for Students Placed at Risk, 20(12), pp. 79100. doi: 10.1080/10824669.2014.986674

Thompson, C.A. & Booth, J.L. (2015). Cognitive Development: Mathematics Learning and Instruction. In International Encyclopedia of the Social & Behavioral Sciences: Second Edition (pp. 6675). doi: 10.1016/B9780080970868.921469

Booth, J.L., Oyer, M.H., ParéBlagoev, E.J., Elliot, A.J., Barbieri, C., Augustine, A., & Koedinger, K.R. (2015). Learning Algebra by Example in RealWorld Classrooms. Journal of Research on Educational Effectiveness, 8(4), pp. 530551. doi: 10.1080/19345747.2015.1055636

Lange, K.E., Booth, J.L., & Newton, K.J. (2014). Learning Algebra from Worked Examples. Mathematics Teacher, 107(7), pp. 534540. Mathematics Teacher. Retrieved from http://libproxy.temple.edu/

Booth, J.L., Newton, K.J., & TwissGarrity, L.K. (2014). The impact of fraction magnitude knowledge on algebra performance and learning. Journal of Experimental Child Psychology, 118(1), pp. 110118. doi: 10.1016/j.jecp.2013.09.001

Booth, J.L., Barbieri, C., Eyer, F., & ParéBlagoev, E.J. (2014). Persistent and pernicious errors in algebraic problem solving. Journal of Problem Solving, 7(1), pp. 1023. doi: 10.7771/19326246.1161

Booth, J.L. & Davenport, J.L. (2013). The role of problem representation and feature knowledge in algebraic equationsolving. Journal of Mathematical Behavior, 32(3), pp. 415423. doi: 10.1016/j.jmathb.2013.04.003

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, pp. 2434. doi: 10.1016/j.learninstruc.2012.11.002

Koedinger, K.R., Booth, J.L., & Klahr, D. (2013). Instructional complexity and the science to constrain it. Science, 342(6161), pp. 935937. doi: 10.1126/science.1238056

Booth, J.L., Koedinger, K.R., Newton, K.J., Lange, K.E., & (SREE), S.f.R.o.n.E.E. (2013). Differentiating Instruction: Providing the Right Kinds of Worked Examples for Individual Students. Society for Research on Educational Effectiveness. Retrieved from http://libproxy.temple.edu/

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. Online Submission. Retrieved from http://libproxy.temple.edu/

Booth, J.L. & Newton, K.J. (2012). Fractions: Could they really be the gatekeeper's doorman? Contemporary Educational Psychology, 37(4), pp. 247253. doi: 10.1016/j.cedpsych.2012.07.001

Booth, J.L. & Koedinger, K.R. (2012). Are diagrams always helpful tools? Developmental and individual differences in the effect of presentation format on student problem solving. British Journal of Educational Psychology, 82(3), pp. 492511. doi: 10.1111/j.20448279.2011.02041.x

Booth, J.L. & Siegler, R.S. (2008). Numerical magnitude representations influence arithmetic learning. Child Development, 79(4), pp. 10161031. doi: 10.1111/j.14678624.2008.01173.x

Booth, J.L. & Siegler, R.S. (2006). Developmental and individual differences in pure numerical estimation. Developmental Psychology, 42(1), pp. 189201. doi: 10.1037/00121649.41.6.189

Siegler, R.S. & Booth, J.L. (2005). Development of numerical estimation: A review. In The Handbook of Mathematical Cognition (pp. 197212).

Siegler, R.S. & Booth, J.L. (2004). Development of numerical estimation in young children. Child Development, 75(2), pp. 428444. doi: 10.1111/j.14678624.2004.00684.x

Young, L.K. & Booth, J.L. Student Magnitude Knowledge of Negative Numbers. Journal of Numerical Cognition, 1(1), pp. 3855. Leibniz Institute for Psychology (ZPID). doi: 10.5964/jnc.v1i1.7