Biography
Dr. Shanta Hattikudur is the program coordinator for the human development and community engagement program. Her research interests focus on understanding the underlying mechanisms of learning. She accomplishes this by using comparisons in mathematical learning as well as lesson design to improve how students learn concepts and procedures simultaneously. She seeks to understand not only the ways in which students learn how to solve a problem, but also why those solution procedures are successful. In 2015, she received the Undergraduate Teaching Award from the College of Education at Temple.
Research Interests
- Child Development
- Cognitive Processes/Development
Courses Taught
|
Number |
Name |
Level |
|---|---|---|
|
EDUC 1001 |
Diversity and Inclusion: Reflective Paper |
Undergraduate |
|
EDUC 5402 |
Child and Adol Develop |
Graduate |
|
EDUC 8506 |
Cognition and Learning in Education |
Graduate |
|
ECED 2101 |
Child Development, Birth to Nine |
Undergraduate |
|
ECED 2105 |
Cognition and Learning in the Classroom |
Undergraduate |
|
HDCE 2304 |
Families and the Community |
Undergraduate |
|
AOD 3396 |
Organizational Processes |
Undergraduate |
Selected Publications
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Hattikudur, S., Sidney, P.G., & Alibali, M.W. (2016). Does Comparing Informal and Formal Procedures Promote Mathematics Learning? The Benefits of Bridging Depend on Attitudes Toward Mathematics. The Journal of Problem Solving, 9(1). doi: 10.7771/1932-6246.1180
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Hattikudur, S., Sidney, P.G., & Alibali, M.W. (2016). Does comparing informal and formal procedures promote mathematics learning? The benefits of bridging depend on attitudes toward mathematics. Journal of Problem Solving, 9(1), pp. 13-27. doi: 10.7771/1932-6246.11
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Sidney, P.G., Hattikudur, S., & Alibali, M.W. (2015). How do contrasting cases and self-explanation promote learning? Evidence from fraction division. Learning and Instruction, 40, pp. 29-38. doi: 10.1016/j.learninstruc.2015.07.006
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Hattikudur, S., Prather, R.W., Asquith, P., Alibali, M.W., Knuth, E.J., & Nathan, M. (2012). Constructing Graphical Representations: Middle Schoolers' Intuitions and Developing Knowledge About Slope and Y‐intercept. School Science and Mathematics, 112(4), pp. 230-240. doi: 10.1111/j.1949-8594.2012.00138.x
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McNeil, N.M., Rittle-Johnson, B., Hattikudur, S., & Petersen, L.A. (2010). Continuity in representation between children and adults: Arithmetic knowledge hinders undergraduates' algebraic problem solving. Journal of Cognition and Development, 11(4), pp. 437-457. doi: 10.1080/15248372.2010.516421
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Hattikudur, S. & Alibali, M.W. (2010). Learning about the equal sign: Does comparing with inequality symbols help? Journal of Experimental Child Psychology, 107(1), pp. 15-30. doi: 10.1016/j.jecp.2010.03.004
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McNeil, N.M., Weinberg, A., Hattikudur, S., Stephens, A.C., Asquith, P., Knuth, E.J., & Alibali, M.W. (2010). A is for Apple: Mnemonic Symbols Hinder the Interpretation of Algebraic Expressions. Journal of Educational Psychology, 102(3), pp. 625-634. doi: 10.1037/a0019105
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Knuth, E.J., Alibali, M.W., Hattikudur, S., McNeil, N.M., & Stephens, A.C. (2008). The Importance of Equal Sign Understanding in the Middle Grades. Mathematics Teaching in the Middle School, 13(9), pp. 514-519. Mathematics Teaching in the Middle School. Retrieved from http://libproxy.temple.edu/
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Alibali, M.W., Knuth, E.J., Hattikudur, S., McNeil, N.M., & Stephens, A.C. (2007). A Longitudinal Examination of Middle School Students' Understanding of the Equal Sign and Equivalent Equations. Mathematical Thinking and Learning, 9(3), pp. 221-247. doi: 10.1080/10986060701360902
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McNeil, N.M., Grandau, L., Knuth, E.J., Alibali, M.W., Stephens, A.C., Hattikudur, S., & Krill, D.E. (2006). Middle-school students' understanding of the equal sign: The books they read can't help. Cognition and Instruction, 24(3), pp. 367-385. doi: 10.1207/s1532690xci2403_3