The Effect of Worked Examples on Student Learning and Error Anticipation in Algebra

Autor/inn/en	Barbieri, Christina Areizaga; Booth, Julie L.; Begolli, Kreshnik N.; McCann, Nicholas
Titel	The Effect of Worked Examples on Student Learning and Error Anticipation in Algebra
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 49 (2021) 4, S.419-439 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barbieri, Christina Areizaga) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-021-09545-6
Schlagwörter	Algebra; Learning Processes; Mathematics Instruction; Middle School Students; Error Patterns; Equations (Mathematics); Teaching Methods; Instructional Effectiveness; Pretests Posttests; Textbooks; Assignments; Problem Solving; Comparative Analysis; Mathematics Skills + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Fehlertyp; Equations; Mathematics; Gleichungslehre; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Textbook; Text book; Schulbuch; Lehrbuch; Assignment; Auftrag; Zuweisung; Problemlösen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	The present study examines the effectiveness of incorporating worked examples with prompts for self-explanation into a middle school math textbook. Algebra 1 students (N = 75) completed an equation-solving unit with textbooks either containing the original practice problems or in which a portion of those problems were converted into a combination of correct, incorrect, and incomplete examples. Students completed pre- and posttest measures of algebraic feature knowledge, equation-solving skills, and error anticipation. Example-based textbook assignments increased students' equation-solving skills and their ability to anticipate errors one might make when solving problems. Differences in students' anticipation of various types of errors are also examined. Error anticipation, a particular form of "negative knowledge," is a potentially important skill that relates to algebraic feature knowledge and equation-solving skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01