ERIC Number: ED353130
Record Type: Non-Journal
Publication Date: 1992-Apr
Reference Count: N/A
The Use of Worked Examples in Teaching Algebra.
Carroll, William M.
Some research on the learning of mathematics and on learning in general suggests that students may acquire knowledge more efficiently when presented with worked examples rather than the traditional lecture-and-then-practice format. Good worked examples may facilitate the development of mathematical schemata, while a means-end approach may retard schema development. In the three studies reported here, this research was extended from a laboratory setting to the classroom in which the topics were presented as part of the algebra curriculum by the regular instructor. The length of the studies ranged from 2 days to 13 days. Students in three algebra classes in an urban public high school were assigned to either a worked example (WE) or a conventional practice (CP) learning condition. On posttest measures (posttests, in-class worksheets, and homework), students in the WE condition did as well or better than students in the CP condition. A number of these differences favoring the WE group were statistically significant (p < .05). ANOVAS also found a significant Achievement X Learning Condition interaction with low achievers benefiting more from the worked examples than high achievers and in some cases performing as well as high achievers in either instructional group. Additionally, students in the WE learning condition completed the lessons more quickly, completed more homework, and worked more independently. (Author)
Descriptors: Addition, Algebra, Analysis of Variance, Cognitive Development, Equations (Mathematics), High School Students, High Schools, Mathematics Achievement, Mathematics Education, Mathematics Instruction, Modeling (Psychology), Polynomials, Schemata (Cognition), Secondary School Mathematics, Subtraction, Teaching Methods
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A