Memorizing Mathematics: The Failure to Apply Mathematical Axioms Within Restrictive Models. - Rony Patel; Jennifer Jacobs 003; Rochel Gelman (CogSci, 2011)

Does Learning Magnitude Knowledge help Students Learn Procedural Knowledge or Vice Versa? - Rony Patel; Kenneth R. Koedinger (CogSci, 2015)

Transitivity is Not Obvious: Probing Prerequisites for Learning. - Eliane Wiese; Rony Patel; Jennifer K. Olsen 001; Kenneth R. Koedinger (CogSci, 2015)

When to Block versus Interleave Practice? Evidence Against Teaching Fraction Addition before Fraction Multiplication. - Rony Patel; Ran Liu 008; Kenneth R. Koedinger (CogSci, 2016)

Benefits for Grounded Feedback over Correctness in a Fraction Addition Tutor. - Eliane Wiese; Rony Patel; Kenneth R. Koedinger (CogSci, 2016)

Why Sense-Making through Magnitude May Be Harder for Fractions than for Whole Numbers. - Eliane Wiese; Rony Patel; Kenneth R. Koedinger (CogSci, 2016)

The Apprentice Learner architecture: Closing the loop between learning theory and educational data. - Christopher J. MacLellan; Erik Harpstead; Rony Patel; Kenneth R. Koedinger (EDM, 2016)

Modeling common misconceptions in learning process data. - Ran Liu 008; Rony Patel; Kenneth R. Koedinger (LAK, 2016)