Jon Star
Jon Star
Professor, Harvard Graduate School of Education
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Learning to observe: Using video to improve preservice mathematics teachers’ ability to notice
JR Star, SK Strickland
Journal of mathematics teacher education 11, 107-125, 2008
Reconceptualizing procedural knowledge
JR Star
Journal for research in mathematics education 36 (5), 404-411, 2005
Assisting students struggling with mathematics: Response to intervention (RtI) for elementary and middle schools.
R Gersten, S Beckmann, B Clarke, A Foegen, L Marsh, JR Star, B Witzel
IES National Center for Education Evaluation Practice Guide, 2009
Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations.
B Rittle-Johnson, JR Star
Journal of Educational Psychology 99 (3), 561, 2007
Not a one-way street: Bidirectional relations between procedural and conceptual knowledge of mathematics
B Rittle-Johnson, M Schneider, JR Star
Educational Psychology Review 27, 587-597, 2015
Compared with what? The effects of different comparisons on conceptual knowledge and procedural flexibility for equation solving.
B Rittle-Johnson, JR Star
Journal of Educational Psychology 101 (3), 529, 2009
The importance of prior knowledge when comparing examples: Influences on conceptual and procedural knowledge of equation solving.
B Rittle-Johnson, JR Star, K Durkin
Journal of Educational Psychology 101 (4), 836, 2009
Relations among conceptual knowledge, procedural knowledge, and procedural flexibility in two samples differing in prior knowledge.
M Schneider, B Rittle-Johnson, JR Star
Developmental psychology 47 (6), 1525, 2011
Flexibility in problem solving: The case of equation solving
JR Star, B Rittle-Johnson
Learning and instruction 18 (6), 565-579, 2008
Word problems in mathematics education: A survey
L Verschaffel, S Schukajlow, J Star, W Van Dooren
ZDM 52, 1-16, 2020
Using video to improve mathematics' teachers' abilities to attend to classroom features: A replication study
JR Star, KH Lynch, N Perova
Mathematics teachers' noticing: Seeing through teachers' eyes, 2011
Flexible and adaptive use of strategies and representations in mathematics education
A Heinze, JR Star, L Verschaffel
ZDM 41, 535-540, 2009
Procedural and conceptual knowledge: Exploring the gap between knowledge type and knowledge quality
JR Star, GJ Stylianides
Canadian journal of science, mathematics and technology education 13, 169-181, 2013
It pays to compare: An experimental study on computational estimation
JR Star, B Rittle-Johnson
Journal of Experimental Child Psychology 102 (4), 408-426, 2009
Encouraging girls in math and science
DF Halpern, J Aronson, N Reimer, S Simpkins, JR Star, K Wentzel
IES National Center for Education Research Practice Guide, 2007
Children's interpretation of generic noun phrases.
MA Hollander, SA Gelman, J Star
Developmental psychology 38 (6), 883, 2002
Improving seventh grade students’ learning of ratio and proportion: The role of schema-based instruction
AK Jitendra, JR Star, K Starosta, JM Leh, S Sood, G Caskie, CL Hughes, ...
Contemporary Educational Psychology 34 (3), 250-264, 2009
Reflections on the study of teacher noticing
B Sherin, JR Star
Mathematics teacher noticing, 96-108, 2011
The development of flexibility in equation solving
JR Star, C Seifert
Contemporary educational psychology 31 (3), 280-300, 2006
Teaching mathematics for understanding: An analysis of lessons submitted by teachers seeking NBPTS certification
EA Silver, VM Mesa, KA Morris, JR Star, BM Benken
SAGE Publications 46 (2), 501-531, 2009
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