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

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., MillerCotto, D., & Booth, J.L. (2019). Lessening the Load of Misconceptions: DesignBased 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. 165184. doi: 10.13042/Bordon.2018.62138

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.

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.

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/

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

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

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