Error Prevalence and Visual Signaling Cues: Design-Based Principles for Algebra Learning

• In Event: 28.027 - Diverse Issues in Algebra Teaching and Learning

Abstract

The current study examined the effectiveness of self-explanation prompts, visual signaling cues, and a combination of the two features on middle school students’ (N=207) algebra learning. The differential effects of these design features for students with faulty conceptual knowledge (evidenced by higher prevalence of problem-solving errors) was also explored. Participants were randomly assigned to four conditions involving worked example assignments supplemented with either self-explanation prompts, visual signaling cues, a combination of both features, or neither. Self-explanation prompts or visual signaling cues led to greater learning than the control. The effect of assignments supplemented with signaling cues was moderated by error prevalence. Those who more frequently made errors demonstrating a misunderstanding of algebraic concepts benefitted most from visual signaling cues alone.

Authors

• Christina Areizaga Barbieri, University of Delaware

• Dana Miller-Cotto, University of Pittsburgh

• Julie L. Booth, Temple University