Barbieri, C., & Booth, J. L. (2016). Support for struggling students in algebra: Contributions of incorrect worked examples. Learning and Individual Differences, 48, 36-44.
Booth, J. L., Barbieri, C., Eyer, F., & Paré-Blagoev, E. J. (2014). Persistent and pernicious misconceptions in algebraic problem solving. Journal of Problem Solving, 7, 10-23.
Booth, J. L., Cooper, L., 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), 79-100.
Booth, J. L., McGinn, K. M., Barbieri, C., Begolli, K., Chang, B, Miller-Cotto, D., Young, L. K., & Davenport, J. L. (in press). Evidence for cognitive science principles that impact learning in mathematics. In D. C. Geary & D. Berch, (Eds.) Mathematical Cognition and Learning, Volume 3.
Booth, J. L., McGinn, K. M., Barbieri, C., & Young, L. K. (2016). Misconceptions and learning algebra. In S. Stewart (Ed.) And the Rest is Just Algebra (63-78). Springer International Publishing.
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. Policy Insights from the Behavioral and Brain Sciences, 2(1), 24-32.
Booth, J. L., Oyer, M. H., Paré-Blagoev, E. J., Elliot, A., Barbieri, C., Augustine, A. A., & Koedinger, K. R. (2015). Learning algebra by example in real-world classrooms. Journal of Research on Educational Effectiveness. 8(4), 530-551.
Lange, K. E., Booth, J. L., & Newton, K. J. (2014). Learning algebra from worked examples. Mathematics Teacher, 107, 534-540.
McGinn, K. M., Lange, K. E., & Booth, J. L. (2015). Confronting misconceptions: A worked-example for creating worked-examples. Mathematics Teaching in the Middle School, 21(1), 26-33.
O’Shea, A., Booth, J. L., Barbieri, C., McGinn, K. M., Young, L. K., & Oyer, M. H. (2016). Algebra performance and motivation differences for students with learning disabilities and students of varying achievement levels. Contemporary Educational Psychology.
Dissertations:
Doherty, C. B. (2015). The effects of error reflection and perceived functionality of errors on middle school students' algebra learning and sense of belonging to mathematics (Doctoral dissertation). Temple University, Philadelphia.
Lange, K. E. (2016). The benefits of a teacher-researcher partnership on the implementation of new practices in the mathematics classroom (Doctoral dissertation). Temple University, Philadelphia.
McGinn, K. M. (2015). The developmental and teacher-related mediating effects of mathematics vocabulary use on algebra learning (Doctoral dissertation). Temple University, Philadelphia.
Oyer, M., & Booth, J. L. (2013). Investigating gender differences in achievement goal orientation in example-based algebra learning (Doctoral dissertation). Temple University, Philadelphia.