Support for Struggling Students in Algebra: Contributions of Incorrect Worked Examples

Autor/inn/en	Barbieri, Christina; Booth, Julie L.
Titel	Support for Struggling Students in Algebra: Contributions of Incorrect Worked Examples
Quelle	48 (2016), S.36-44 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1016/j.lindif.2016.04.001
Schlagwörter	Middle School Students; Algebra; Secondary School Mathematics; Randomized Controlled Trials; Problem Solving; Teaching Methods; Mathematics Instruction; Competence; Expectation; Student Participation; Prior Learning; Instructional Effectiveness; Student Attitudes; Pretests Posttests; Knowledge Level; Worksheets; Hypothesis Testing; Statistical Analysis; Error Correction; Error Patterns; Likert Scales; Multiple Regression Analysis + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Kompetenz; Expectancy; Erwartung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Vorkenntnisse; Unterrichtserfolg; Schülerverhalten; Wissensbasis; Hypothesenprüfung; Hypothesentest; Statistische Analyse; Korrektur; Fehlertyp; Likert-Skala
Abstract	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 students' 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. Students' 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. [This article was published in "Learning and Individual Differences," v48 p36-44 May 2016.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01