Using example problems to improve student learning in algebra: Differentiating between correct and incorrect examples
ARTICLE
Julie L. Booth, Karin E. Lange, Kenneth R. Koedinger, Kristie J. Newton
Learning and Instruction Volume 25, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd
Abstract
In a series of two
Citation
Booth, J.L., Lange, K.E., Koedinger, K.R. & Newton, K.J. (2013). Using example problems to improve student learning in algebra: Differentiating between correct and incorrect examples. Learning and Instruction, 25(1), 24-34. Elsevier Ltd. Retrieved April 14, 2021 from https://www.learntechlib.org/p/199748/.
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Keywords
Cited By
View References & Citations Map-
More confusion and frustration, better learning: The impact of erroneous examples
J. Elizabeth Richey, Carnegie Mellon University, United States; Juan Miguel L. Andres-Bray, University of Pennsylvania, United States; Michael Mogessie, Carnegie Mellon University, United States; Richard Scruggs & Juliana M.A.L. Andres, University of Pennsylvania, United States; Jon R. Star, Harvard University, United States; Ryan S. Baker, University of Pennsylvania, United States; Bruce M. McLaren, Carnegie Mellon University, United States
Computers & Education Vol. 139, No. 1 (October 2019) pp. 173–190
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