معرفی
Bethany Rittle-Johnson is a Professor of Psychology & Human Development at Vanderbilt University’s Peabody College, holding the Anita S. and Antonio M. Gotto Chair in Child Development. Her research focuses on how children learn mathematical concepts and problem-solving procedures, emphasizing the roles of comparison, explanation, and early math skills in promoting knowledge development. She bridges psychological theory with educational practice, collaborating with teachers and institutions to apply research findings in real-world settings.
Education: PhD in Psychology from Carnegie Mellon University (1999).
Research Interests: Developmental cognitive science, mathematics education, self-regulated learning, and equity in STEM education. She investigates how cognitive strategies like comparison enhance learning, the predictive value of early math skills, and marginalized students’ experiences in mathematics classrooms.
Recent Article Trends: Her work addresses equity in education, particularly for marginalized students, and explores innovative interventions such as board games and exit tickets to improve numeracy and self-regulated learning. She also examines parental and teacher roles in fostering early math skills.
Awards & Honors: Sylvia Scribner Award (2024), Fellow of the Association for Psychological Science (2020), and recognition as a top author in mathematics education research.
Advising & Grants: Advises graduate students like Jake Kaufman, Rebecca Adler, and Camille Msall. Leads projects funded by agencies such as the National Science Foundation, focusing on topics like algebra instruction, patterning in early math, and home numeracy interventions.
Labs & Teams: Directs the Children’s Learning Lab, which studies math learning in children and develops evidence-based educational tools. Collaborates with the Peabody Research Institute and global networks like ManyNumbers to advance early numeracy research.
