The Effects of Promoting Error Reflection on Algebra Learning

• In Event: Research in Secondary Mathematics Contexts

Abstract

The current study assessed whether error reflection within worked examples improves algebra learning and whether this is dependent upon prior knowledge. Also addressed is whether the effects occur immediately or at a delay. Middle school students (N = 207) were randomly assigned within classroom to one of four conditions: 1) Problem-Solving Control 2) Correct Examples Control, 3) Correct Examples Error Reflection (reflection on hypothetical errors through self-explanation prompts), 4) Incorrect Examples Error Reflection (reflection on displayed errors within the example through self-explanation prompts). Results indicate that reflecting on errors within incorrect examples refined students’ procedural skills at post-test. Being in any three of the worked examples conditions, regardless of prompting error reflection, was equally effective at bolstering post-test conceptual knowledge.

Authors

• Christina Barbieri, University of Delaware

• Julie L. Booth, Temple University