Publications, Proceeding Papers, & Presentations

Star, J.R. & Rittle-Johnson, B. (in press). Flexibility in problem solving: The case of equation solving. Learning and Instruction.

Star, J.R., Strickland, S., & Hawkins, A. (2008). What is mathematical literacy? Exploring the relationship between literacy and content learning in middle and high school mathematics. In M. Conley, J. Freidhoff, M. Sherry, & S. Tuckey (Eds.), Adolescent literacy policy and instruction: The research we have and the research we need (pp.104-112). New York: Guilford.

Star, J.R., & Strickland, S.K. (2008). Learning to observe: Using video to improve preservice teachers’ ability to notice. Journal of Mathematics Teacher Education, 11, 107-125.

Star, J.R., Johnston, J., & Petty, L.I. (2008). Using contextualized instruction to remediate adult learners' mathematical attitudes and understandings. International Journal of Instructional Media, 35(1), 17-25.

Star, J.R. & Chang, K. (2008). Looking inside Chinese mathematics education: A review of How Chinese Learn Mathematics. Journal for Research in Mathematics Education, 39(2), 213-216.

Star, J.R., Smith, J., & Jansen, A. (2008). What do students notice as different between reform and traditional mathematics programs? Journal for Research in Mathematics Education, 39(1), 9-32.

Halpern, D., Aronson, J., Reimer, N. Simpkins, S., Star, J., & Wentzel, K. (2007). Encouraging girls in math and science (NCER 2007-2003). Washington, D.C.: National Center on Educational Research, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ncer.ed.gov.

Rittle-Johnson, B, & Star, J.R. (2007). Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations. Journal of Educational Psychology, 99(3), 561-574.

Star, J.R. (2007). Foregrounding procedural knowledge. Journal for Research in Mathematics Education, 38(2), 132-135.

Smith, J., & Star, J.R. (2007). Expanding the notion of impact of Standards-based mathematics curricula. Journal for Research in Mathematics Education, 38(1), 3-34.

Star, J.R., & Smith, J. (2006). An image of calculus reform: Students' experiences of Harvard calculus. Research in Collegiate Mathematics Education, 13, 1-25.

Star, J.R., & Seifert, C. (2006). The development of flexibility in equation solving. Contemporary Educational Psychology, 31, 280-300.

Star, J.R. & Hoffmann, A.J. (2005). Assessing the impact of Standards-based curricula: Investigating students’ epistemological conceptions of mathematics. The Mathematics Educator, 15(2), 25-34.

Star, J.R. (2005). Reconceptualizing procedural knowledge. Journal for Research in Mathematics Education, 36(5), 404-411.

Haser, C., & Star, J.R. (2004). Beliefs about mathematical understanding. Academic Exchange Quarterly, 8(4), 147-151.

Moss, P., Sutherland, L., Hanford, L, Miller, R., Johnson, D., Geist, P., Koziol, S., Star, J.R, & Pecheone, R. (2004). Interrogating the generalizability of portfolio assessments of beginning teachers: A qualitative study. Education Policy Analysis Archives, 12(32).

Hollander, M., Gelman, S.A., & Star, J.R. (2002). Children's interpretation of generic noun phrases. Developmental Psychology, 38(6), 883-894.

Gelman, S.A., Star, J.R., & Flukes, J.E. (2002). Children's use of generics in inductive inferences. Journal of Cognition and Development, 3(2), 179-199.

Ben-Zeev, T., & Star, J.R. (2001). Spurious correlations in mathematical thinking. Cognition and Instruction, 19(3), 253-275.

Ben-Zeev, T., & Star, J.R. (2001). Intuitive mathematics: Theoretical and educational implications. In B. Torff & R. J. Sternberg (Eds.), Understanding and teaching the intuitive mind . Mahwah, NJ: Lawrence Erlbaum Associates.

Star, J.R., Herbel-Eisenmann, B., & Smith, J.P., III. (2000). Algebraic concepts: What's really new in new curriculum? Mathematics Teaching in the Middle School, 5(7), 446-451.

Gelman, S.A., Hollander, M., Star, J.R., & Heyman, G. (1999). The role of language in the construction of kinds. In D.L. Medin (Ed.), The Psychology of Learning and Motivation (Vol. 39). New York: Academic Press.

Phillips, E., Smith, J.P., III, Star, J.R., & Herbel-Eisenmann, B. (1998). Algebra in the middle grades. New England Mathematics Journal, 30(2), 48-60.

Proceedings Papers

Rittle-Johnson, B. & Star, J. (2007). Compared to what? How different types of comparison facilitate transfer in mathematics. In D. S. McNamara & G. Trafton (Eds.), Proceedings of the 29th Meeting of the Cognitive Science Society. (pp. 21-22). Austin, TX: Cognitive Science Society.

Star, J.R. (2005). Students' use of standard algorithms for solving linear equations. In Lloyd, G., Wilson, M., Wilkins, J, & Behm, S. (Eds.), Proceedings of the twenty-seventh annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education. Blacksburg, VA: Virginia Tech University.

Glasser, H. & Star, J.R. (2005). Interview effects on the development of algebraic strategies. In Lloyd, G., Wilson, M., Wilkins, J, & Behm, S. (Eds.), Proceedings of the twenty-seventh annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education. Blacksburg, VA: Virginia Tech University.

Demir, M. & Star, J.R. (2005). Effectiveness of the 'change in variable' strategy for solving linear equations. In Lloyd, G., Wilson, M., Wilkins, J, & Behm, S. (Eds.), Proceedings of the twenty-seventh annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education. Blacksburg, VA: Virginia Tech University.

Chang, K. & Star, J.R. (2005). Investigating variations in problem-solving strategies for solving linear equations. In Lloyd, G., Wilson, M., Wilkins, J, & Behm, S. (Eds.), Proceedings of the twenty-seventh annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education. Blacksburg, VA: Virginia Tech University.

Lee, K. & Star, J.R. (2005). The "insertion" error in solving linear equations. In Lloyd, G., Wilson, M., Wilkins, J, & Behm, S. (Eds.), Proceedings of the twenty-seventh annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education. Blacksburg, VA: Virginia Tech University.

Gucler, B. & Star, J.R. (2005). Multiple solution strategies for linear equation solving. In Lloyd, G., Wilson, M., Wilkins, J, & Behm, S. (Eds.), Proceedings of the twenty-seventh annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education. Blacksburg, VA: Virginia Tech University.

Star, J.R. & Madnani, J. (2004). Which way is best? Students’ conceptions of optimal strategies for solving equations. In McDougall, D. & Ross, J. (Eds.), Proceedings of the twenty-sixth annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (pp. 483-489). Toronto: University of Toronto.

Wood, M.B. & Star, J.R. (2004). Making sense (or not) out of linear equations. In McDougall, D. & Ross, J. (Eds.), Proceedings of the twenty-six annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (pp. 323). Toronto: University of Toronto.

Haser, C. & Star, J.R. (2004). Preservice teachers’ beliefs about mathematical understanding. In McDougall, D. & Ross, J. (Eds.), Proceedings of the twenty-six annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (pp. 925-931). Toronto: University of Toronto.

Star, J.R. (2002). Re-conceptualizing procedural knowledge: The emergence of “intelligent” performances among equation solvers. In Mewborn, D., Sztajn, P., White, D., Wiegel, H., Bryant, R., & Nooney, K. (Eds.), Proceedings of the twenty-fourth annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (pp. 999-1007). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.

Star, J.R., & Hoffmann, A.J. (2002). Assessing students’ conceptions of reform mathematics. In Mewborn, D., Sztajn, P., White, D., Wiegel, H., Bryant, R., & Nooney, K. (Eds.), Proceedings of the twenty-fourth annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (pp. 1729-1732). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.

Star, J.R., Berk, D., Burdell, C., Hoffmann, A.J., Lazarovici, V., Lewis, G., & Smith, J. (2001). Students' reactions and adjustments to fundamental curricular changes: What are "mathematical transitions"? How can we study them? In R. Speiser, C. Maher, & C. Walter (Eds.), Proceedings of the twenty-third annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (pp. 117-128). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.

Star, J.R. (2000). Re-"conceptualizing" procedural knowledge in mathematics. In M. Fernandez (Ed.), Proceedings of the twenty-second annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (pp. 219-223). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.

Star, J.R. (2000). An exploration of successful students' problem solving. In M. Fernandez (Ed.), Proceedings of the twenty-second annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (p. 357). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.

Smith, J., Herbel-Eisenmann, B., Breaux, G., Burdell, G., Jansen, A., Lewis, G., & Star, J.R. (2000). How do students adjust to fundamental changes in mathematics curricula? In M. Fernandez (Ed.), Proceedings of the twenty-second annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (pp. 127-132). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.

Star, J.R. (2000). Levels of competence in procedural skills. In B. Fishman & S. O'Connor-Divelbiss (Eds.), Proceedings of fourth international conference of the Learning Sciences (pp. 78-9). Mahwah, NJ: Lawrence Erlbaum.

Star, J.R. (2000). On the relationship between knowing and doing in procedural learning. In B. Fishman & S. O'Connor-Divelbiss (Eds.), Proceedings of fourth international conference of the Learning Sciences (pp. 80-86). Mahwah, NJ: Lawrence Erlbaum.

Star, J.R. (1999). Toward a theory of knowing and doing in mathematics learning. In M. Hahn & S. Stoness (Eds.), Proceedings of the twenty first annual conference of the Cognitive Science Society (p. 818). Mahwah, NJ: Lawrence Erlbaum.

Star, J.R. (1999). Levels of competence in procedural skills. In M. Hahn & S. Stoness (Eds.), Proceedings of the twenty first annual conference of the Cognitive Science Society (p. 817). Mahwah, NJ: Lawrence Erlbaum.

Presentations

Jitendra, A., Star, J.R., Caskie, G., Leh, J., Sood, S., & Hughes, C. (2008, June). Improving ratio and proportion problem solving performance of seventh grade students using schema-based instruction. Paper presented at the 32nd annual meeting of the International Academy for Research in Learning Disabilities, Toronto, Canada.

Star, J.R. (2008, April). Conceptual (knowledge) confusion: Some deliberatively provocative remarks. Paper presented at the Reseach PreSession of the annual meeting of the National Council of Teachers of Mathematics, Salt Lake City, UT.

Jitendra, A., & Star, J.R. (2008, April). Meeting the needs of students with learning disabilities: The role of schema-based instruction. Paper presented at the Research PreSession of the annual meeting of National Council of Teachers of Mathematics, Salt Lake City, UT.

Jitendra, A., Star, J.R., Starosta, K., Sood, S., Caskie, G., Leh, J., Hughes, C., Mack, T., & Paskman, S. (2008, April). Teaching ratio and proportion problem solving using schema-based instruction. Paper presented at the annual convention of the Council for Exceptional Children, Boston, MA.

Star, J.R. & Rittle-Johnson, B. (2008, March). The role of comparison in the development of flexible knowledge of computational estimation. Paper presented at the annual meeting of the American Educational Research Association, New York City.

Star, J.R., Jitendra, A., Starosta, K., Caskie, G., Leh, J., Sood, S., Hughes, C., & Mack, T. (2008, March). Using schema-based instruction to improve seventh graders’ learning of ratio and proportion. Paper presented at the annual meeting of the American Educational Research Association, New York City. (slides)

Jitendra, A., Star, J.R., Starosta, K., Caskie, G., Leh, J., Sood, S., Hughes, C., Mack, T., & Parkman, S. (2008, February). Teaching ratio, proportion, and percent problem solving using schema-based intervention. Poster presented at the Pacific Coast Research Conference, San Diego, California.

Star, J.R. (2007, November). Improving students’ flexibility in algebra: The benefits of comparison. Invited address, Mathematics Education Seminar Series, Harvard University Mathematics Department, Cambridge, MA.

Rittle-Johnson, B., & Star, J.R. (2007, October). When it pays to compare: Benefits of comparison in mathematics classrooms. Paper presented at the fifth biennial of the Cognitive Development Society, Santa Fe, New Mexico.

Star, J.R., & Rittle-Johnson, B. (2007, August). Contrasting cases in mathematics support procedural flexibility and conceptual knowledge. Paper presented at the European Association of Research on Learning and Instruction 12th Biennial Conference, Budapest, Hungary.

Star, J.R. (2007, August). What is mathematical understanding? How can we measure it? Theoretical and empirical reflections. Invited address, Department of Elementary Education, Middle East Technical University, Ankara, Turkey.

Rittle-Johnson, B. & Star, J.R. (2007, August). Compared to what? How different types of comparison affect transfer in mathematics. Paper presented at the annual meetings of the Cognitive Science Society, Nashville, TN.

Star, J.R., Rittle-Johnson, B., Lee, K., Samson, J., & Chang, K. (2007, June). When it pays to compare: Experimental evidence for when and how comparison facilitates mathematics learning. Poster presented at the Institute for Education Sciences Research Conference, Washington, D.C.

Jitendra, A., Star, J.R., Starosta, K., and Caskie, G. (2007, June). Enhancing the mathematical problem solving performance of seventh grade students using schema-based instruction: Lessons learned from Year 1 design study. Poster presented at the Institute for Education Sciences Research Conference, Washington, D.C.

Star, J.R. (2007, May). Improving students' flexibility in algebra: The benefits of comparison. Invited address, California Algebra Forum.

Star, J.R., Lee, K., Chang, K., Rittle-Johnson, B., & Glasser, H. (2007, April). Investigating student thinking about estimation: What makes a good estimate? Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. (Paper) (Powerpoint)

Star, J.R., Chang, K., Lee, K., & Rittle-Johnson, B. (2007, April). The benefits of comparison in learning to solve equations. Poster presented at the annual meeting of the American Educational Research Association, Chicago, IL. (Poster) (Handout)

Star, J.R., & Rittle-Johnson, B. (2007, April). Does comparison support transfer of knowledge? Investigating student learning of algebra. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Star, J.R. (2007, February). Conducting rigorous evaluations of interventions that (may) improve student learning: A research/teacher reflects. Presentation at the US Department of Education Mathematics and Science Partnerships conference, Dallas, TX.

Star, J.R. (2006, December). Conducting rigorous evaluations of interventions that (may) improve student learning: A research/teacher reflects. Presentation at the US Department of Education Mathematics and Science Partnerships conference, Washington, DC.

Rittle-Johnson, B., Star, J.R., Glasser, H., & Lee, K. (2006, June). Does using contrasting cases increase problem solving, flexibility, and conceptual knowledge? An experimental study on early algebra learning. Poster presented at the Institute for Education Sciences Research Conference, Washington, D.C.

Star, J.R. (2006, April). (Discussant). How teachers and students view generality. Symposium presented at the Research PreSession of the annual meeting of the National Council of Teachers of Mathematics, St. Louis, Missouri.

Rittle-Johnson, B., & Star, J.R. (2006, April). Explaining contrasting solution methods supports problem-solving flexibility and transfer. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, California.

Star, J.R. (2006, April). (Discussant). Middle school students’ mathematical thinking. Symposium presented at the annual meeting of the American Educational Research Association, San Francisco, California.

Rittle-Johnson, B., & Star, J.R. (2005, October). Contrasting examples in mathematics lessons support flexible and transferable knowledge. Paper presented at 4th biennial meeting of the Cognitive Development Society, San Diego, California.

Star, J.R. (2005, October). Students' use of standard algorithms for solving linear equations. Paper presented at the twenty-seventh annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (PME-NA). Blacksburg, Virginia.

Star, J.R. (2005, October). (Discussant). Exploring adaptive and representational expertise. Paper presented at the twenty-seventh annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (PME-NA). Blacksburg, Virginia.

Glasser, H. & Star, J.R. (2005, October). Interview effects on the development of algebraic strategies. Poster presented at the twenty-seventh annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (PME-NA), Blacksburg, Virginia.

Demir, M. & Star, J.R. (2005, October). Effectiveness of the 'change in variable' strategy for solving linear equations. Poster presented at the twenty-seventh annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (PME-NA), Blacksburg, Virginia.

Chang, K. & Star, J.R. (2005, October). Investigating variations in problem-solving strategies for solving linear equations. Poster presented at the twenty-seventh annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (PME-NA), Blacksburg, Virginia.

Lee, K. & Star, J.R. (2005, October). The "insertion" error in solving linear equations. Poster presented at the twenty-seventh annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (PME-NA), Blacksburg, Virginia.

Gucler, B. & Star, J.R. (2005, October). Multiple solution strategies for linear equation solving. Poster presented at the twenty-seventh annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (PME-NA), Blacksburg, Virginia.

Star, J.R., Glasser, H., Lee, K,. Gucler, B., Demir, M., & Chang, K. (2005, April). Investigating the development of students' knowledge of standard algorithms. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.

Gorowara, C., Berk, D, Poetzl, C., Star, J.R., & Taber, S. (2005, April). Research issues in developing strategic flexibility: What and how. Symposium presentation at the Research PreSession of the annual meeting of the National Council of Teachers of Mathematics, Anaheim, CA.

Star, J.R. (2005, March). Mathematical flexibility: What is it? Why is it important? How does it develop? Invited address, University of Delaware College of Education Colloquium.

Haser, C. & Star, J.R. (2004, October). Preservice teachers’ beliefs about mathematical understanding. Paper presented at the twenty-six annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (PME-NA), Montreal, Canada.

Wood, M.B. & Star, J.R. (2004, October). Making sense (or not) out of linear equations. Poster presented at the twenty-six annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (PME-NA), Montreal, Canada.

Star, J.R. (2004, October). Which way is best? Students’ conceptions of optimal strategies for solving equations. Paper presented at the twenty-six annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (PME-NA), Montreal, Canada.

Star, J.R. (2004, April). The development of flexible procedural knowledge of equation solving. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Rittle-Johnson, B., & Star, J.R. (2004, April). Finding balance: Revisiting the relations between conceptual and procedural knowledge. Symposium presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Lewis, G.M., & Star, J.R. (2004, April). Students’ approaches to learning mathematics in Standards-based curricula. Paper presented at the Research PreSession of the annual meeting of the National Council of Teachers of Mathematics, Philadelphia.

Star, J.R., Smith, J., & Hoffmann, A.J. (2004, April). Students’ perceptions of difference between traditional and Standards-based mathematics curricula. Paper presented at the Research PreSession of the annual meeting of the National Council of Teachers of Mathematics, Philadelphia.

Lewis, G.M., & Star, J.R. (2003, April). Moving between reform and traditional mathematics curricula: Patterns in students' mathematics achievement. Poster presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Star, J.R., & Hoffmann, A.J. (2002, October). Assessing students’ conceptions of reform mathematics. Paper presented at the twenty-fourth annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (PME-NA), Athens, Georgia.

Star, J.R. (2002, October). Re-conceptualizing procedural knowledge: The emergence of “intelligent” performances among equation solvers. Paper presented at the twenty-fourth annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (PME-NA), Athens, Georgia.

Smith, J., Star, J.R., & Hoffmann, A. (2002, April). Students' experiences moving between "traditional" and "reform" curricula: What are the implications for K-16 education? Paper presented at the Research PreSession of the annual meeting of the National Council of Teachers of Mathematics, Las Vegas, Nevada.

Silver, E., Mesa, V., Benken, B., Mairs, A., Morris, K., & Star, J.R. (2002, April). Characterizing teaching and assessing for understanding in middle grades mathematics: An examination of "best practice" portfolio submissions to NBPTS. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, Louisiana.

Star, J.R., & Seifert, C. (2002, April). Re-conceptualizing procedural knowledge: Flexibility and innovation in equation solving. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, Louisiana.

Berk, D., Burdell, C., Hoffmann, A.J., Lazarovici, V., Lewis, G., Smith, J., and Star, J.R. (2001, October). Students' reactions and adjustments to fundamental curricular changes: What are "mathematical transitions"? How can we study them? Paper presented at the twenty-third annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (PME-NA), Snowbird, Utah.

Star, J.R. (2001, April). Mathematical transitions: Moving from a traditional high school to a reform university. Paper presented at the annual meeting of the American Educational Research Association, Seattle, Washington.

Star, J.R. (2001, April). Intuitive mathematics: Theoretical and educational implications. Paper presented at the annual meeting of the American Educational Research Association, Seattle, Washington.

Smith, J., Herbel-Eisenmann, B., Breaux, G., Burdell, G., Jansen, A., Lewis, G., & Star, J.R. (2000, October). How do students adjust to fundamental changes in mathematics curricula? Paper presented at the twenty-second annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (PME-NA), Tucson, Arizona.

Star, J.R. (2000, October). An exploration of successful students' problem solving. Paper presented at the twenty-second annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (PME-NA), Tucson, Arizona.

Star, J.R. (2000, October). Re-"conceptualizing" procedural knowledge in mathematics. Paper presented at the twenty-second annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (PME-NA), Tucson, Arizona.

Star, J.R., & Smith, J. (2000, September). Understanding "reform" at the collegiate level: Exploring students' experiences in reform Calculus. Paper presented at the annual meeting of the Association for Research in Undergraduate Mathematics Education (ARUME), Chicago, Illinois.

Star, J.R. (2000, June). Capturing the complexities of competence: An exploration of successful students' problem solving. Paper presented at the workshop "Learning algebra with the computer" at the Intelligent Tutoring Systems conference, Montreal, Canada.

Star, J.R. (2000, June). Levels of competence in procedural skills. Poster presented at the International Conference on the Learning Sciences, Ann Arbor, Michigan.

Star, J.R. (2000, June). On the relationship between knowing and doing in procedural learning. Paper presented at the International Conference on the Learning Sciences, Ann Arbor, Michigan.

Smith, J.P., III, Star, J.R., & Herbel-Eisenmann, B. (2000, April). Studying mathematical transitions: How do students navigate fundamental changes in curriculum and pedagogy? Paper presented at the annual meeting of the American Educational Research Association, New Orleans, Louisiana.

Star, J.R. (2000, April). Levels of competence in procedural skills. Poster presented at the Biennial meeting of the Society for Research in Adolescence, Chicago, Illinois.

Linnenbrink, L, Hruda, L., Haydel, A., Star, J.R., & Maehr, M. (1999, April). Student motivation and cooperative groups: Using achievement goal theory to investigate students' socio-emotional and cognitive outcomes. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.

Herbel-Eisenmann, B., Smith, J. P., III, & Star, J. R. (1999, April). Middle school students’ algebra learning: Understanding linear relationships in context. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.

Smith, J. P., III, Star, J. R., & Herbel-Eisenmann, B. (1999, April). Imperfect tools and partial results: Preliminary work to assess middle schooler's algebra learning. Paper presented at the Research Pre-Session of the annual meeting of the National Council of Teachers of Mathematics, San Francisco, California.

Star, J.R. (1998, October). Children’s comprehension of generics in category induction. Poster presented at the Biennial meeting of the Society for Research in Child Development, Albuquerque, New Mexico.