id: 06603314
dt: j
an: 2016e.00761
au: Barbieri, Christina; Booth, Julie L.
ti: Support for struggling students in algebra: contributions of incorrect
worked examples.
so: Learn. Individ. Differ. 48, 36-44 (2016).
py: 2016
pu: Elsevier, Amsterdam
la: EN
cc: H23 H33 I23 D73 C93
ut: learning from errors; incorrect examples; worked examples; algebraic
problem-solving; sense of belonging; competence expectancy
ci:
li: doi:10.1016/j.lindif.2016.04.001
ab: Summary: Middle school algebra students ($N=125$) randomly assigned within
classroom to a problem-solving control group, a correct worked examples
control group, or an Incorrect worked examples group, completed an
experimental classroom study to assess the differential effects of
incorrect examples versus the two control groups on studentsâ€™ algebra
learning, competence expectancy, and sense of belonging to math class.
The study also explored whether prior knowledge impacted the
effectiveness of the intervention. A greater sense of belonging and
competence expectancy predicted greater learning overall. Studentsâ€™
sense of belonging to math and competence expectancies were high at the
start of the study and did not increase as a result of the
intervention. A significant interaction between prior knowledge and
incorrect worked examples on post-test scores revealed that students
with low prior knowledge who struggle with learning math benefit most
from reflecting on highlighted errors within an incorrect worked
examples intervention. The unique contributions of these findings as
well as educational implications are discussed.
rv: