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




ECED 2101

Child Development, Birth to Nine


ECED 2105

Cognition and Learning in the Classroom


EDUC 1001

Diversity and Inclusion: Reflective Paper


EDUC 5402

Child and Adol Develop


EDUC 8506

Cognition and Learning in Education


COED 3385

Diamond Peer Teachers - Internship I


COED 3386

Diamond Peer Teachers - Internship II


HDCE 4185

Community Internship and Seminar


Selected Publications

  • 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

  • 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

  • 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

  • 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

  • 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

  • Hattikudur, S. & Alibali, M.W. (2010). Learning about the equal sign: does comparing with inequality symbols help? J Exp Child Psychol, 107(1), pp. 15-30. United States. doi: 10.1016/j.jecp.2010.03.004

  • 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

  • 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

  • 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

  • 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