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Direct linkBooth, Julie L.; Koedinger, Kenneth R. – British Journal of Educational Psychology, 2012
Background: High school and college students demonstrate a verbal, or textual, advantage whereby beginning algebra problems in story format are easier to solve than matched equations (Koedinger & Nathan, 2004). Adding diagrams to the stories may further facilitate solution (Hembree, 1992; Koedinger & Terao, 2002). However, diagrams may not…
Descriptors: Student Problems, Problem Solving, Grade 8, Grade 6
Booth, Julie L.; Lange, Karin E.; Koedinger, Kenneth R.; Newton, Kristie J. – Learning and Instruction, 2013
In a series of two "in vivo" experiments, we examine whether correct and incorrect examples with prompts for self-explanation can be effective for improving students' conceptual understanding and procedural skill in Algebra when combined with guided practice. In Experiment 1, students working with the Algebra I Cognitive Tutor were randomly…
Descriptors: Computer Assisted Instruction, Computer Software, Instructional Design, Educational Experiments
Download full textBooth, Julie L.; Lange, Karin E.; Koedinger, Kenneth R.; Newton, Kristie J. – Online Submission, 2013
In a series of two in vivo experiments, we examine whether correct and incorrect examples with prompts for self-explanation can be effective for improving students' conceptual understanding and procedural skill in Algebra when combined with guided practice. In Experiment 1, students working with the Algebra I Cognitive Tutor were randomly assigned…
Descriptors: Concept Formation, Algebra, Mathematics Instruction, Prompting
Booth, Julie L.; Koedinger, Kenneth R.; Newton, Kristie J.; Lange, Karin E. – Society for Research on Educational Effectiveness, 2013
A plethora of laboratory studies have shown that including the study of worked examples during problem-solving practice improves learning (Sweller, 1999; Sweller & Cooper, 1985). While most worked-example research focuses on the use of correct examples, recent work suggests that asking children to explain a combination of correct and incorrect…
Descriptors: Individualized Instruction, Middle School Students, Grade 8, Algebra
Booth, Julie L.; Cooper, Laura A.; Donovan, M. Suzanne; Huyghe, Alexandra; Koedinger, Kenneth R.; Paré-Blagoev, E. Juliana – Journal of Education for Students Placed at Risk, 2015
Superintendents from districts in the Minority Student Achievement Network (MSAN) challenged the Strategic Education Research Partnership (SERP) to identify an approach to narrowing the minority student achievement gap in Algebra 1 without isolating minority students for intervention. SERP partnered with 8 MSAN districts and researchers from 3…
Descriptors: Minority Group Students, College Students, Mathematics Achievement, Achievement Gap
Booth, Julie L.; Oyer, Melissa H.; Pare-Blagoev, Juliana; Elliot, Andrew J.; Barbieri, Christina; Augustine, Adam; Koedinger, Kenneth R. – Grantee Submission, 2015
Math and science textbook chapters invariably supply students with sets of problems to solve, but this widely used approach is not optimal for learning; instead, more effective learning can be achieved when many problems to solve are replaced with correct and incorrect worked examples for students to study and explain. In the present study, the…
Descriptors: Algebra, Mathematics Instruction, Problem Solving, Prior Learning
Booth, Julie L.; Oyer, Melissa H.; Paré-Blagoev, E. Juliana; Elliot, Andrew J.; Barbieri, Christina; Augustine, Adam; Koedinger, Kenneth R. – Journal of Research on Educational Effectiveness, 2015
Math and science textbook chapters invariably supply students with sets of problems to solve, but this widely used approach is not optimal for learning; instead, more effective learning can be achieved when many problems to solve are replaced with correct and incorrect worked examples for students to study and explain. In the present study, the…
Descriptors: Algebra, Mathematics Instruction, Problem Solving, Prior Learning
