Literaturnachweis - Detailanzeige
| Autor/inn/en | Booth, Julie L.; Oyer, Melissa H.; Pare-Blagoev, Juliana; Elliot, Andrew J.; Barbieri, Christina; Augustine, Adam; Koedinger, Kenneth R. |
|---|---|
| Titel | Learning Algebra by Example in Real-World Classrooms |
| Quelle | 8 (2015) 4, S.530-551 (46 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1934-5747 |
| DOI | 10.1080/19345747.2015.1055636 |
| Schlagwörter | Algebra; Mathematics Instruction; Problem Solving; Prior Learning; Randomized Controlled Trials; Instructional Effectiveness; Mathematics Achievement; Pretests Posttests; High School Students; Secondary School Mathematics |
| Abstract | Math and science textbook chapters invariably supply students with sets of problems to solve, but this widely used approach is not optimal for learning; instead, more effective learning can be achieved when many problems to solve are replaced with correct and incorrect worked examples for students to study and explain. In the present study, the worked example approach is implemented and rigorously tested in the natural context of a functioning course. In Experiment 1, a randomized controlled study in ethnically diverse Algebra classrooms demonstrates that embedded worked examples can improve student achievement. In Experiment 2, a larger randomized controlled study demonstrated that improvement in posttest scores as a result of the assignments varies based on students' prior knowledge; students with low prior knowledge tend to improve more than higher knowledge peers. [This paper was published in " Journal of Research on Educational Effectiveness" (EJ1078793).] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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