Differentiating Between Correct and Incorrect Examples for Improving Student Learning in Algebra

• In Event: Poster Session 17
  In Poster Session: Cognition and Motivation in STEM

Abstract

Prior research indicates severe misconceptions held by students attempting to solve equations in Algebra I classes. In this study, a combination of correctly and incorrectly worked examples and self explanation are used to correct those misconceptions. Students who received both correct and incorrect examples improved their conceptual knowledge, specifically in knowledge of terms and knowledge of the equal sign, more than students who received correct examples only or incorrect examples only. Mathematical flexibility was also slightly improved for students who received both types of examples. Results suggest that students need to examine both correct and incorrect examples and explain what steps were taken and why they were taken in order to decrease the amount of misconceptions held about solving equations.

Authors

• Karin E. Lange, Temple University

• Julie L. Booth, Temple University

• Kenneth R. Koedinger, Carnegie Mellon University

• Kristie Jones Newton, Temple University