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Using Examples to Help Students Learn Mathematics: How, When, and With Whom to Use Worked Examples
Mon, April 20, 8:15 to 10:15am, Virtual RoomSession Type: Symposium
Abstract
The objective of this session is to share classroom-based research on using examples in a variety of ways to help students learn mathematics. The complexities of instructional design for classroom instruction introduce many uncertainties about how best to integrate worked examples into instruction (Koedinger, Booth & Klahr, 2013). Projects integrated worked examples into instruction in different ways (e.g., incorrect worked examples, comparing worked examples of different strategies, partially-completed solutions) and attended to which students learned from the examples. They focused on math topics ranging from proportional reasoning to fractions to algebra to trigonometry with students in grades 5 – 12. Together, these presentations advance both science and practice on using worked examples to promote student math learning.
Sub Unit
Chair
Papers
Using Worked Examples to Improve Middle School Students' Fraction Knowledge - Julie L. Booth, Temple University; Kristie Jones Newton, Temple University; Laura K Young, Temple University; Nicole R. Hallinen, Microsoft; Tera Gibbs, Temple University; Christina Areizaga Barbieri, University of Delaware
Comparing Levels of Completion Within Worked Examples: Benefits of Full Support for Proportional Problem Solving - Elayne Teska, University of Chicago; Kelley Trezise, University of Chicago; Lyndsey Richland, University of California - Irvine
Comparing and Explaining Examples of Multiple Strategies to Promote Algebra Learning: Instructional Features That Predict Learning - Bethany Rittle-Johnson, Vanderbilt University; Marian Hickendorff; Jon R. Star, Harvard University; Kelley Durkin, Vanderbilt University; Abbey M. Loehr, Washington University in St. Louis
Using Worked Examples to Support Secondary Mathematics Students in an Urban Setting - Kristie Jones Newton, Temple University; Sue Kelley, Temple University; Xiaojuan Ke, Temple University