Using Example Problems to Improve Student Learning in Algebra: Differentiating between Correct and Incorrect Examples

Autor/inn/en	Booth, Julie L.; Lange, Karin E.; Koedinger, Kenneth R.; Newton, Kristie J.
Titel	Using Example Problems to Improve Student Learning in Algebra: Differentiating between Correct and Incorrect Examples
Quelle	(2013), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Concept Formation; Algebra; Mathematics Instruction; Prompting; Mathematical Concepts; Mathematics Skills; Teaching Methods; Cognitive Processes; Problem Solving; Equations (Mathematics); Comparative Analysis; High Schools; Secondary School Mathematics; Intervention; Tutors; Program Effectiveness + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Mathematics lessons; Mathematikunterricht; Benutzerführung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive process; Kognitiver Prozess; Problemlösen; Equations; Mathematics; Gleichungslehre; High school; Oberschule; Förderlehrer; Lehrender; Tutor
Abstract	In a series of two in vivo experiments, we examine whether correct and incorrect examples with prompts for self-explanation can be effective for improving students' conceptual understanding and procedural skill in Algebra when combined with guided practice. In Experiment 1, students working with the Algebra I Cognitive Tutor were randomly assigned to complete their unit on solving two-step linear equations with the traditional Tutor program (control) or one of three versions which incorporated examples; results indicate that explaining worked examples during guided practice leads to improved conceptual understanding compared with guided practice alone. In Experiment 2, a more comprehensive battery of conceptual and procedural tests was used to determine which type of example is most beneficial for improving different facets of student learning. Results suggest that incorrect examples, either alone or in combination with correct examples, may be especially beneficial for fostering conceptual understanding. (Contains 3 tables, 4 figures, and 1 footnote.) [A version of this paper was published in "Learning and Instruction," v25 p24-34 Jun 2013.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10