The Effect of Worked Examples on Student Learning and Error Anticipation in Algebra [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).

Autor/inn/en	Booth, Julie L.; Begolli, Kreshnik N.; McCann, Nicholas
Titel	The Effect of Worked Examples on Student Learning and Error Anticipation in Algebra [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).
Quelle	(2016), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Secondary School Mathematics; Prompting; Middle School Students; Textbooks; Algebra; Equations (Mathematics); Problem Solving; Error Correction; Mathematics Tests; Pretests Posttests; Assignments; Grade 8; Statistical Analysis; Multivariate Analysis + Suchen Sie Ihr Suchwort? Benutzerführung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Textbook; Text book; Schulbuch; Lehrbuch; Equations; Mathematics; Gleichungslehre; Problemlösen; Korrektur; Assignment; Auftrag; Zuweisung; School year 08; 8. Schuljahr; Schuljahr 08; Statistische Analyse; Multivariate Analyse
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 reform textbooks either containing the original practice problems or in which a portion of those problems were converted into correct, incorrect, or incomplete examples. Students completed pre- and posttest measures of conceptual understanding, procedural problem-solving skill, and error anticipation. Results indicate the example-based textbook assignments increased students' procedural knowledge and their ability to anticipate errors one might make when solving problems. Differences in students' anticipation of various types of errors are also examined. [For the complete proceedings, see ED583608.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01