Examining Additional Constructs to Test the Guidance Fading Effect

• In Event: Poster Session 1
  In Poster Session: Research in Mathematics Teaching and Learning

Abstract

The current study examined the use of faded worked examples in a 7th grade classroom and how faded worked examples are moderated by prior knowledge, working memory, inhibitory control and attention, and perceived cognitive load. Results indicated that students that were exposed to faded worked examples improved from pre to posttest, versus students that were not did not. Further, students that exhibited low prior knowledge, low executive function, and low perceived cognitive load appeared to benefit from faded worked examples; those high on these variables benefitted equally from all conditions. The findings contribute to the dearth of literature on what students benefit from these instructional techniques.

Authors

• Dana Miller-Cotto, University of Pittsburgh

• James P. Byrnes, Temple University