Learning Fractions From Reflecting the Rationale Behind One’s Own Errors

• In Event: The Role of Errors and Faulty Reasoning in Mathematics Learning

Abstract

Even though reflecting on errors has been shown to support students’ learning, to date it is unclear how students can learn from their own errors most efficiently. In a field experiment with pre-post-follow-up design 187 7th and 8th grade students were randomly assigned to two conditions. They reflected on the rationale behind their own errors (first condition) or on the correct solution corresponding to their own errors (second condition). Students in the first condition had a higher procedural knowledge at the post- and follow-up test. At the follow-up test these students showed a higher conceptual knowledge. No differences between conditions were found with respect to the students’ negative knowledge. The implications for theory and school instruction are discussed.

Authors

• Tim Heemsoth, Universität Hamburg

• Aiso Heinze, Leibniz Institute for Science and Mathematics Education