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 (2), 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. NCEE 2009-4060.
R Gersten, S Beckmann, B Clarke, A Foegen, L Marsh, JR Star, B Witzel
What Works Clearinghouse, 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
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
Flexibility in problem solving: The case of equation solving
JR Star, B Rittle-Johnson
Learning and instruction 18 (6), 565-579, 2008
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
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 (4), 587-597, 2015
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
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
Flexible and adaptive use of strategies and representations in mathematics education
A Heinze, JR Star, L Verschaffel
ZDM 41 (5), 535-540, 2009
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
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
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 (2 …, 2013
The development of flexibility in equation solving
JR Star, C Seifert
Contemporary Educational Psychology 31 (3), 280-300, 2006
Reflections on the study of teacher noticing
B Sherin, JR Star
Mathematics teacher noticing, 96-108, 2011
The nature and development of experts’ strategy flexibility for solving equations
JR Star, KJ Newton
ZDM 41 (5), 557-567, 2009
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