Evoking Learning by Examples Through Reducing Misconceptions and Highlighting Procedures

• In Event: Using Examples and Mistakes to Facilitate Mathematics Learning

Abstract

To investigate mechanisms of the benefits of various worked example types, we examined process data, including students’ explanations of worked examples in three example conditions and problem-solving errors made when solving problems, from a previously published classroom-based experiment (AUTHORS, 2020). These data operationalize two mechanisms: a reduction of misconceptions and an increase in principled algebra knowledge. A reduction of misconceptions explained greater benefits of the three worked example conditions, compared to a problem-solving control, on an algebra concepts posttest. More principled explanations of procedures explained the benefits of incorrect worked examples on problem-solving at posttest compared to the two other example conditions. These findings help explain differential findings in prior work and may elucidate potential avenues for errorful instruction.

Authors

• Christina Areizaga Barbieri, University of Delaware
  Presenting Author

• Elena Silla, University of Delaware
  Non-Presenting Author