Investigating How Errors Should Be Flagged and Worked Examples Structured When Providing Feedback to Novice Learners of Mathematics

Autor/inn/en	Manson, Elisapesi; Ayres, Paul
Titel	Investigating How Errors Should Be Flagged and Worked Examples Structured When Providing Feedback to Novice Learners of Mathematics
Quelle	In: Educational Psychology, 41 (2021) 2, S.153-171 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2019.1650895
Schlagwörter	Error Correction; Feedback (Response); Demonstrations (Educational); Direct Instruction; Mathematics Instruction; Instructional Effectiveness; Sequential Approach; Difficulty Level; Problem Solving; Novices; Prior Learning; Grade 8; Early Adolescents; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Korrektur; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Schrittfolge; Schwierigkeitsgrad; Problemlösen; Vorkenntnisse; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; Australien
Abstract	This study investigated the effectiveness of using a sequence of worked examples as part of the feedback cycle. Worked examples were either presented as full worked examples or partial worked examples (single-step and completion formats). In two experiments, grade 8 students completed a learning phase on a mathematics topic, which was immediately followed by a testing phase. A day later, participants were given feedback on their test papers and provided worked examples to problems where errors were made, and then re-tested. In Experiment 1 (N = 73), studying full worked examples led to greater improvement than studying single-step worked examples. In Experiment 2 (N = 74), full worked examples led to greater improvement than studying either single-step worked examples or completion worked examples. Furthermore, no learning differences were found when learner errors were directly flagged or otherwise. In conclusion, providing full worked examples as feedback to novice learners was helpful. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01