A Comparison of Problem-Solving and Explanations When Learning From Errors

• In Event: Investigations in Middle School Algebra

Abstract

We consider underlying mechanisms of benefits of learning from errors within a worked examples framework. We examine whether exposure to and explanation of common mathematical errors leads to correct problem-solving procedures and consideration of correct concepts compared to traditional correct examples or a problem-solving control. Middle school algebra students (N=206) were randomly assigned to one of four conditions: three worked examples conditions varying in their focus on errors or problem-solving control. Problem-solving errors and self-explanations were coded. The problem-solving control made more errors than the three example conditions. Those studying incorrect examples did not make more errors than those in the traditional correct examples condition. Condition differences in type of explanations (conceptual, procedural, etc.) evoked are also explored.

Authors

• Christina Areizaga Barbieri, University of Delaware

• Sabin Gaire, Howard University