Bethany Rittle‐Johnson

9.2k total citations · 1 hit paper
103 papers, 6.0k citations indexed

About

Bethany Rittle‐Johnson is a scholar working on Education, Statistics and Probability and Developmental and Educational Psychology. According to data from OpenAlex, Bethany Rittle‐Johnson has authored 103 papers receiving a total of 6.0k indexed citations (citations by other indexed papers that have themselves been cited), including 69 papers in Education, 65 papers in Statistics and Probability and 46 papers in Developmental and Educational Psychology. Recurrent topics in Bethany Rittle‐Johnson's work include Cognitive and developmental aspects of mathematical skills (60 papers), Mathematics Education and Teaching Techniques (51 papers) and Innovative Teaching and Learning Methods (30 papers). Bethany Rittle‐Johnson is often cited by papers focused on Cognitive and developmental aspects of mathematical skills (60 papers), Mathematics Education and Teaching Techniques (51 papers) and Innovative Teaching and Learning Methods (30 papers). Bethany Rittle‐Johnson collaborates with scholars based in United States, Switzerland and Netherlands. Bethany Rittle‐Johnson's co-authors include Jon R. Star, Martha W. Alibali, Kelley Durkin, Robert S. Siegler, Emily R. Fyfe, Erica L. Zippert, Abbey M. Loehr, Marci S. DeCaro, Michael Schneider and Kenneth R. Koedinger and has published in prestigious journals such as Child Development, Journal of Educational Psychology and Developmental Psychology.

In The Last Decade

Bethany Rittle‐Johnson

101 papers receiving 5.6k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Developing conceptual understanding and procedural skill in mathematics: An iterative process.

2001 729 citations Bethany Rittle‐Johnson et al. Journal of Educational Psychology profile →

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Bethany Rittle‐Johnson United States	40	4.3k	2.9k	2.7k	1.4k	559	103	6.0k
Jon R. Star United States	36	3.4k 0.8×	2.0k 0.7×	1.8k 0.7×	1.0k 0.7×	277 0.5×	127	4.8k
Erik De Corte Belgium	36	3.5k 0.8×	1.6k 0.6×	2.4k 0.9×	679 0.5×	222 0.4×	188	4.8k
Mitchell J. Nathan United States	32	2.7k 0.6×	851 0.3×	2.6k 1.0×	1.2k 0.9×	721 1.3×	127	5.5k
Jinfa Cai United States	40	4.8k 1.1×	1.9k 0.7×	1.5k 0.5×	657 0.5×	101 0.2×	181	5.8k
Douglas H. Clements United States	57	8.3k 1.9×	4.6k 1.6×	3.5k 1.3×	636 0.4×	232 0.4×	280	10.8k
Richard Lesh United States	36	5.0k 1.2×	2.5k 0.9×	1.8k 0.7×	397 0.3×	155 0.3×	142	6.1k
Julie Sarama United States	37	5.4k 1.3×	3.5k 1.2×	2.1k 0.8×	319 0.2×	96 0.2×	150	6.6k
Lyn D. English Australia	36	3.8k 0.9×	1.3k 0.4×	1.3k 0.5×	442 0.3×	107 0.2×	193	5.2k
Gabriele Kaiser Germany	42	4.3k 1.0×	940 0.3×	1.1k 0.4×	503 0.4×	95 0.2×	189	5.3k
Frank Lester United States	18	3.5k 0.8×	1.7k 0.6×	1.4k 0.5×	352 0.2×	112 0.2×	50	4.1k

Countries citing papers authored by Bethany Rittle‐Johnson

Since Specialization

Citations

This map shows the geographic impact of Bethany Rittle‐Johnson's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Bethany Rittle‐Johnson with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Bethany Rittle‐Johnson more than expected).

Fields of papers citing papers by Bethany Rittle‐Johnson

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Bethany Rittle‐Johnson. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Bethany Rittle‐Johnson. The network helps show where Bethany Rittle‐Johnson may publish in the future.

Co-authorship network of co-authors of Bethany Rittle‐Johnson

This figure shows the co-authorship network connecting the top 25 collaborators of Bethany Rittle‐Johnson. A scholar is included among the top collaborators of Bethany Rittle‐Johnson based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Bethany Rittle‐Johnson. Bethany Rittle‐Johnson is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Rittle‐Johnson, Bethany, et al.. (2024). Predicting Marginalized Students’ Mathematics Achievement in High School. Journal of Cognition and Development. 25(5). 732–753.

Rittle‐Johnson, Bethany, et al.. (2023). What counts as STEM , and does it matter?. British Journal of Educational Psychology. 94(1). 165–180. 2 indexed citations

Zippert, Erica L., et al.. (2021). Helping preschoolers learn math: The impact of emphasizing the patterns in objects and numbers.. Journal of Educational Psychology. 113(7). 1370–1386. 15 indexed citations

Durkin, Kelley, Bethany Rittle‐Johnson, Jon R. Star, & Abbey M. Loehr. (2021). Comparing and Discussing Multiple Strategies: An Approach to Improving Algebra Instruction. The Journal of Experimental Education. 91(1). 1–19. 16 indexed citations

Rittle‐Johnson, Bethany, Jon R. Star, & Kelley Durkin. (2020). How Can Cognitive-Science Research Help Improve Education? The Case of Comparing Multiple Strategies to Improve Mathematics Learning and Teaching. Current Directions in Psychological Science. 29(6). 599–609. 14 indexed citations

Zippert, Erica L., et al.. (2019). Not Just IQ: Patterning Predicts Preschoolers’ Math Knowledge Beyond Fluid Reasoning. Journal of Cognition and Development. 20(5). 752–771. 33 indexed citations

Rittle‐Johnson, Bethany, et al.. (2018). Data on preschool children׳s math, patterning, and spatial knowledge. Data in Brief. 20. 196–199. 2 indexed citations

Loehr, Abbey M., Lisa K. Fazio, & Bethany Rittle‐Johnson. (2018). The Role of Generating Versus Choosing an Error in Children's Later Error Correction.. Cognitive Science. 2 indexed citations

Rittle‐Johnson, Bethany. (2017). Developing Mathematics Knowledge. Child Development Perspectives. 11(3). 184–190. 74 indexed citations

10.

Rittle‐Johnson, Bethany, et al.. (2016). Are There Hidden Costs to Teaching Mathematics with Incorrect Examples. Cognitive Science. 1 indexed citations

11.

Rittle‐Johnson, Bethany, Emily R. Fyfe, & Abbey M. Loehr. (2016). Improving conceptual and procedural knowledge: The impact of instructional content within a mathematics lesson. British Journal of Educational Psychology. 86(4). 576–591. 39 indexed citations

12.

Rittle‐Johnson, Bethany, Emily R. Fyfe, Abbey M. Loehr, & Michael R. Miller. (2015). Beyond numeracy in preschool: Adding patterns to the equation. Early Childhood Research Quarterly. 31. 101–112. 80 indexed citations

13.

DeCaro, Daniel A., Marci S. DeCaro, & Bethany Rittle‐Johnson. (2013). Achievement Motivation and Strategy Selection during Exploratory Learning. Cognitive Science. 35(35). 1 indexed citations

14.

Durkin, Kelley, Courtney Pollack, Jon R. Star, & Bethany Rittle‐Johnson. (2012). Differences in fidelity of implementation measures: What videos and surveys reveal about algebra instruction. Society for Research on Educational Effectiveness. 1 indexed citations

15.

McEldoon, Katherine L., Sun‐Joo Cho, & Bethany Rittle‐Johnson. (2012). Measuring Intervention Effectiveness: The Benefits of an Item Response Theory Approach. Society for Research on Educational Effectiveness. 2 indexed citations

16.

Star, Jon R., et al.. (2010). Comparison helps students learn to be better estimators. Digital Access to Scholarship at Harvard (DASH) (Harvard University).

17.

McEldoon, Katherine L., et al.. (2010). Effects of Problem Context on Strategy Use within Functional Thinking. eScholarship (California Digital Library). 32(32). 1 indexed citations

18.

McNeil, Nicole M., et al.. (2010). Continuity in Representation Between Children and Adults: Arithmetic Knowledge Hinders Undergraduates' Algebraic Problem Solving. Journal of Cognition and Development. 11(4). 437–457. 40 indexed citations

19.

Matthews, Percival G. & Bethany Rittle‐Johnson. (2007). To Teach by Concept or by Procedure? Making the Most of Self-Explanations. eScholarship (California Digital Library). 29(29). 2 indexed citations

20.

Rittle‐Johnson, Bethany & Kenneth R. Koedinger. (2001). Using Cognitive Models to Guide Instructional Design: The Case of Fraction Division. eScholarship (California Digital Library). 23(23). 11 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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