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

ECED 2101

Child Development, Birth to Nine

Undergraduate

ECED 2105

Cognition and Learning in the Classroom

Undergraduate

EDUC 1001

Diversity and Inclusion: Reflective Paper

Undergraduate

EDUC 5402

Child and Adol Develop

Graduate

EDUC 8506

Cognition and Learning in Education

Graduate

HDCE 2304

Families and the Community

Undergraduate

AOD 3396

Organizational Processes

Undergraduate

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. 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. Wiley. 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? Journal of Experimental Child Psychology, 107(1), pp. 15-30. 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 http://libproxy.temple.edu/

  • 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. Informa UK Limited. 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

  • Hattikudur, S., Sidney, P.G., & Alibali, M.W. 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). Purdue University (bepress). doi: 10.7771/1932-6246.1180