World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
45
Citations
10820
World Ranking
6598
National Ranking
3581

Overview

Jon R. Star is affiliated with Harvard University in the United States. Their research primarily spans the fields of social sciences, mathematics, and psychology, with notable contributions to education and cognitive studies.

The main areas of study include education, statistics and probability, experimental and cognitive psychology, developmental and educational psychology, and social psychology. Their work addresses several key topics such as cognitive and developmental aspects of mathematical skills, mathematics education and teaching techniques, science education and pedagogy, education, achievement and giftedness, education and technology integration, visual and cognitive learning processes, and innovative teaching and learning methods.

Jon R. Star has published extensively in various academic venues. The frequent publication venues where their work appears include:

  • ZDM
  • International Journal of STEM Education
  • Educational Psychology Review
  • Asian Journal for Mathematics Education
  • Avances de Investigación en Educación Matemática

Their recent papers reflect a focus on mathematics education and cognitive processes. Some notable recent publications are:

  • "Word problems in mathematics education: a survey," 2020, ZDM
  • "A systematic review of high impact empirical studies in STEM education," 2022, International Journal of STEM Education
  • "Expertise in developing students' expertise in mathematics: Bridging teachers' professional knowledge and instructional quality," 2020, ZDM
  • "How mathematics anxiety affects students' inflexible perseverance in mathematics problem-solving: Examining the mediating role of cognitive reflection," 2020, British Journal of Educational Psychology
  • "Comparing and Discussing Multiple Strategies: An Approach to Improving Algebra Instruction," 2021, The Journal of Experimental Education

The scientist frequently collaborates with other researchers, including Ru-De Liu, Ronghuan Jiang, Wei Hong, Kelley Durkin, and Bethany Rittle-Johnson. These coauthors have contributed collectively to multiple studies, indicating sustained collaborative research efforts.

Best Publications

  • Learning to observe: using video to improve preservice mathematics teachers’ ability to notice

    Jon R. Star;Sharon K. Strickland

  • Reconceptualizing procedural knowledge.

    Jon R. Star

  • Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools. NCEE 2009-4060.

    Russell Gersten;Sybilla Beckmann;Benjamin Clarke;Anne Foegen

  • Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations.

    Bethany Rittle-Johnson;Jon R. Star

  • Compared with What? The Effects of Different Comparisons on Conceptual Knowledge and Procedural Flexibility for Equation Solving.

    Bethany Rittle-Johnson;Jon R. Star

  • Not a One-Way Street: Bidirectional Relations Between Procedural and Conceptual Knowledge of Mathematics

    Bethany Rittle-Johnson;Michael Schneider;Jon R. Star

  • The Importance of Prior Knowledge When Comparing Examples: Influences on Conceptual and Procedural Knowledge of Equation Solving

    Bethany Rittle-Johnson;Jon R. Star;Kelley Durkin

  • Word problems in mathematics education: a survey

    Lieven Verschaffel;Stanislaw Schukajlow;Jon Star;Wim Van Dooren

  • Relations among conceptual knowledge, procedural knowledge, and procedural flexibility in two samples differing in prior knowledge.

    Michael Schneider;Bethany Rittle-Johnson;Jon R. Star

  • Flexibility in Problem Solving: The Case of Equation Solving.

    Jon R. Star;Bethany Rittle-Johnson

  • Flexible and adaptive use of strategies and representations in mathematics education

    Aiso Heinze;John R. Star;Lieven Verschaffel

  • Children's interpretation of generic noun phrases.

    Michelle A. Hollander;Susan A. Gelman;Jon Star

  • It pays to compare: an experimental study on computational estimation.

    Jon R. Star;Bethany Rittle-Johnson

  • Improving Seventh Grade Students' Learning of Ratio and Proportion: The Role of Schema-Based Instruction.

    Asha K. Jitendra;Jon R. Star;Kristin Starosta;Jayne M. Leh

  • Procedural and Conceptual Knowledge: Exploring the Gap Between Knowledge Type and Knowledge Quality

    Jon R. Star;Gabriel J. Stylianides

  • Using video to improve mathematics' teachers' abilities to attend to classroom features: A replication study

    Jon R Star;Kathleen Helen Lynch;Natasha Perova

  • Encouraging girls in math and science

    Diane F. Halpern;Joshua Aronson;Nona Reimer;Sandra Simpkins

  • The development of flexibility in equation solving

    Jon R. Star;Colleen Seifert

  • Teaching Mathematics for Understanding: An Analysis of Lessons Submitted by Teachers Seeking NBPTS Certification

    Edward A. Silver;Vilma M. Mesa;Katherine A. Morris;Jon R. Star

  • Assisting students struggling with mathematics: Response to intervention (RtI) for elementary and middle schools.

    Russell Gersten;Sybilla Beckmann;Benjamin Clarke;Anne Foegen

Frequent Co-Authors

Bethany Rittle-Johnson
Bethany Rittle-Johnson Vanderbilt University
Asha K. Jitendra
Asha K. Jitendra University of California, Riverside
Susan A. Gelman
Susan A. Gelman University of Michigan–Ann Arbor
Sandra D. Simpkins
Sandra D. Simpkins University of California, Irvine
Diane F. Halpern
Diane F. Halpern Claremont McKenna College
Joshua Aronson
Joshua Aronson New York University
Kathryn R. Wentzel
Kathryn R. Wentzel University of Maryland, College Park
Gail D. Heyman
Gail D. Heyman University of California, San Diego
Lynn S. Fuchs
Lynn S. Fuchs Vanderbilt University

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