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Using example problems to improve student learning in algebra: Differentiating between correct and incorrect examples
ARTICLE

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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 May 18, 2021 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2012.11.002

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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