ERIC Number: EJ1070870
Record Type: Journal
Publication Date: 2015-Aug
Reference Count: 15
A Worked Example for Creating Worked Examples
McGinn, Kelly M.; Lange, Karin E.; Booth, Julie L.
Mathematics Teaching in the Middle School, v21 n1 p26-33 Aug 2015
Researchers have extensively documented, and math teachers know from experience, that algebra is a "gatekeeper" to more advanced mathematical topics. Students must have a strong understanding of fundamental algebraic concepts to be successful in later mathematics courses. Unfortunately, algebraic misconceptions that students may form or that deepen during middle school tend to follow them throughout their academic careers. In addition, the longer that a student holds a mathematical misconception, the more difficult it is to correct. Therefore, it is imperative that teachers attempt to address these algebraic misconceptions while students are still in middle school. One tool commonly used to do such a task is the combination of worked examples and self-explanation prompts. This article will describe not only the benefits of using this strategy but also how it connects to the Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010). It will also provide instruction on creating worked-example and self-explanation problem sets for students.
Descriptors: Algebra, Mathematical Concepts, Fundamental Concepts, Misconceptions, Early Experience, Middle School Students, Prompting, Demonstrations (Educational), State Standards, Teaching Methods, Educational Practices, Educational Strategies, Problem Sets, Problem Solving, Alignment (Education), Teacher Attitudes, Lesson Plans, Mathematics Activities
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: firstname.lastname@example.org; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools; Secondary Education; Junior High Schools
Authoring Institution: N/A