Dr. Julie L. Booth received her doctoral degree in psychology in 2005 from Carnegie Mellon University and trained as a post-doctoral fellow at the NSF-funded Pittsburgh Science of Learning Center, where she conducted research on students’ learning in real-world classrooms. Dr. Booth has received funding from both IES and NSF as primary investigator or co-primary 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 real-world 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




EDUC 9987

Teaching Apprenticeship


Selected Publications

  • Newton, K.J., Lange, K., & Booth, J.L. (2019). Mathematical Flexibility: Aspects of a Continuum and the Role of Prior Knowledge. Journal of Experimental Education. doi: 10.1080/00220973.2019.1586629

  • Barbieri, C.A., Miller-Cotto, D., & Booth, J.L. (2019). Lessening the Load of Misconceptions: Design-Based Principles for Algebra Learning. Journal of the Learning Sciences. doi: 10.1080/10508406.2019.1573428

  • McGinn, K.M. & Booth, J.L. (2018). Precise mathematics communication: The use of formal and informal language. Bordon, Revista De Pedagogia, 70(3), pp. 165-184. doi: 10.13042/Bordon.2018.62138

  • Hallinen, N.R. & Booth, J.L. (2018). Don’t just do it, explain it: A 5thgrade worked examples curriculum supports transfer to algebra content. Proceedings of International Conference of the Learning Sciences, ICLS, 3(2018-June), pp. 1647-1648.

  • 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(2018-June), pp. 1581-1582.

  • Paré-Blagoev, 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. 208-233).

  • 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. 80-96. 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. 131-141. 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. 55-68. 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. 155-168). 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. 36-44. 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. 63-78). doi: 10.1007/978-3-319-45053-7_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. 24-32. 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. 26-33. Retrieved from

  • Thompson, C.A. & Booth, J.L. (2015). Cognitive Development: Mathematics Learning and Instruction. In International Encyclopedia of the Social & Behavioral Sciences: Second Edition (pp. 66-75). doi: 10.1016/B978-0-08-097086-8.92146-9

  • Booth, J.L., Oyer, M.H., Paré-Blagoev, E.J., Elliot, A.J., Barbieri, C., Augustine, A., & Koedinger, K.R. (2015). Learning Algebra by Example in Real-World Classrooms. Journal of Research on Educational Effectiveness, 8(4), pp. 530-551. doi: 10.1080/19345747.2015.1055636

  • Booth, J.L., Cooper, L.A., Donovan, M.S., Huyghe, A., Koedinger, K.R., & Paré-Blagoev, E.J. (2015). Design-Based Research Within the Constraints of Practice: AlgebraByExample. Journal of Education for Students Placed at Risk, 20(1-2), pp. 79-100. doi: 10.1080/10824669.2014.986674

  • Lange, K.E., Booth, J.L., & Newton, K.J. (2014). Learning Algebra from Worked Examples. Mathematics Teacher, 107(7), pp. 534-540. Mathematics Teacher. Retrieved from

  • Booth, J.L., Newton, K.J., & Twiss-Garrity, L.K. (2014). The impact of fraction magnitude knowledge on algebra performance and learning. Journal of Experimental Child Psychology, 118(1), pp. 110-118. doi: 10.1016/j.jecp.2013.09.001

  • Booth, J.L., Barbieri, C., Eyer, F., & Paré-Blagoev, E.J. (2014). Persistent and pernicious errors in algebraic problem solving. Journal of Problem Solving, 7(1), pp. 10-23. doi: 10.7771/1932-6246.1161