.png){kind=icon}
Return
Using example problems to improve student learning in algebra: Differentiating between correct and incorrect examples
.png){kind=icon}
PRE
AI
DOI：10.1016/j.learninstruc.2012.11.002.png)
.png){kind=icon}
Original request for help.png){kind=icon}
Share.png){kind=icon}
Save
Abstract
En 中文
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 examples 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. (C) 2012 Elsevier Ltd. All rights reserved.
Keywords:
Worked examples
Self-explanation
Learning from errors
Conceptual understanding
Algebra
AI Summary
Key information extracted from the uploaded paper, including a brief overview, abstract, background, key highlights, visual analysis, and future outlook.
Journal
IF:
4.9
Papers:
358
Citations:
8.7K
Organization
Cited Papers
ShareSaveShareSaveShareSaveDigoxin-like immunoreactive substance in patients with aneurysmal subarachnoid haemorrhage..png)
BMJ
OAAI
BMJIF0
OAAIShareSaveShareSaveShareSaveLearning from worked-out examples: The effects of example variability and elicited self-explanations
PREAI
ShareSave
View more