Strategically Determining Type of Example Presented to Student Based on Target Algebraic Misconception

• In Event: Bridging Research and Practice: Findings From the National Center on Cognition and Mathematics Instruction

Abstract

Many students hold persistent algebraic misconceptions, which tend to follow them through their academic career, negatively affecting their success in mathematics. The combination of worked-examples and self-explanation prompts have been used been to reduce algebraic misconceptions. Recently, researchers have determined the benefits of using both correct and incorrect worked-examples; however it is unclear whether certain misconceptions are more easily eliminated by one type of worked-example. The purpose of the current study is to determine whether the type of worked-example, correct or incorrect, influences the rate of reducing specific algebraic misconceptions.
Algebra I students (N= 140) from classrooms of five teachers participated in this study. Within classrooms, students were randomly assigned to one of three conditions (receiving either typical mathematics problems, all correct worked-examples, or all incorrect worked-example). Students completed a pre-test, followed by four study worksheets, and ended with a post-test. The worksheets consisted of four problem sets (two items per set). Each condition’s worksheets were made up of the same eight procedural items, however the supplemental interventions differed. The two experimental conditions were similar in that the items focused on same common errors or misconceptions. The only difference between the two was that one group received all correctly worked-examples, while the other received all incorrectly worked-examples.

Authors

• Kelly McGinn, Temple University

• Christina Barbieri, University of Delaware

• Julie L. Booth, Temple University