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Kelli Higley, Pennsylvania State University Kelli Higley is a PhD student in Educational Psychology at Penn State. Before working on her PhD, she taught high school mathematics for 3 years. She has worked on diverse projects about learning, including research about discourse, reading, statistics, algebra, and now Statics. Her primary research focus remains improving the quality of mathematics teaching. She can be contacted at kjh262@psu.edu.

Effects Of Conceptual Understanding, Math And Visualization Skills On Problem Solving In Statics