Biography

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

Number

Name

Level

PSY 1004

Critical Thinking in Psychology

Undergraduate

PSY 3096

Conducting Psychological Research

Undergraduate

EDUC 9987

Teaching Apprenticeship

Graduate

Selected Publications

  • Barbieri, C.A., Young, L.K., Newton, K.J., & Booth, J.L. (2021). Predicting Middle School Profiles of Algebra Performance Using Fraction Knowledge. Child Dev, 92(5), pp. 1984-2005. United States. doi: 10.1111/cdev.13568

  • Barbieri, C.A., Booth, J.L., Begolli, K.N., & McCann, N. (2021). The effect of worked examples on student learning and error anticipation in algebra. Instructional Science, 49(4), pp. 419-439. doi: 10.1007/s11251-021-09545-6

  • Begolli, K.N., Dai, T., McGinn, K.M., & Booth, J.L. (2021). Could probability be out of proportion? Self-explanation and example-based practice help students with lower proportional reasoning skills learn probability. Instructional Science, 49(4), pp. 441-473. doi: 10.1007/s11251-021-09550-9

  • Newton, K.J., Lange, K., & Booth, J.L. (2020). Mathematical Flexibility: Aspects of a Continuum and the Role of Prior Knowledge. Journal of Experimental Education, 88(4), pp. 503-515. doi: 10.1080/00220973.2019.1586629

  • Barbieri, C.A. & Booth, J.L. (2020). Mistakes on display: Incorrect examples refine equation solving and algebraic feature knowledge. Applied Cognitive Psychology, 34(4), pp. 862-878. doi: 10.1002/acp.3663

  • Begolli, K.N., Booth, J.L., Holmes, C.A., & Newcombe, N.S. (2020). How many apples make a quarter? The challenge of discrete proportional formats. J Exp Child Psychol, 192, p. 104774. United States. doi: 10.1016/j.jecp.2019.104774

  • McGinn-Kahil, K.M. & Booth, J. (2019). Self-explanation prompts explained. Australian Primary Mathematics Classroom, 24(4), pp. 18-22. doi: 10.3316/aeipt.227336

  • 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, 28(3), pp. 381-417. doi: 10.1080/10508406.2019.1573428

  • Young, L.K. & Booth, J.L. (2019). Don't Eliminate the Negative: Influences of Negative Number Magnitude Knowledge on Algebra Performance and Learning. Journal of Educational Psychology. doi: 10.1037/edu0000371

  • Newcombe, N.S., Booth, J.L., & Gunderson, E.A. (2019). Spatial skills, reasoning, and mathematics. In The Cambridge Handbook of Cognition and Education (pp. 100-123). doi: 10.1017/9781108235631.006