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Using Learning Principles to Address Fraction Misconceptions

Fri, April 13, 12:00 to 1:30pm, New York Hilton Midtown, Third Floor, Americas Hall 1-2 - Exhibit Hall

Abstract

The current study explores the learning mechanism underlying incorrect worked examples, which have been found particularly effective for students with low prior mathematics knowledge. We focus on fractions which are particularly difficult for students to learn (Bailey et al., 2012) and target fraction misconceptions or high confidence errors. Students use a computerized tutor is to complete a pretest, worked examples manipulation, and posttest. Students are randomly assigned to one of five conditions: (1) Correct examples only, (2) Incorrect examples only, (3) Correct and incorrect examples presented sequentially, (4) Comparison of correct and incorrect examples, or (5) Problem-solving control. Results will help to elucidate the learning mechanisms of incorrect examples and have practical implications on how best to reduce fraction misconceptions.

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