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Ding, Meixia; Byrnes, James; Ke, Xiaojuan – Journal of Educational Psychology, 2023
This exploratory study examined whether instruction aligned with the Institute of Education Sciences recommendations (i.e., use of worked examples, representations, deep questions) predicts student learning of early algebra, particularly inverse relations, in elementary classrooms. Instructional quality was determined through an…
Descriptors: Educational Quality, Mathematics Instruction, Mathematics Achievement, Algebra
Xiaojuan Ke; Kristie J. Newton – Instructional Science: An International Journal of the Learning Sciences, 2024
Comparison is an important mechanism for learning in general, and comparing two worked examples has garnered support over the last 15 years as an effective tool for learning algebra in mainstream classrooms. This study was aimed at improving our understanding of how Modified for Language Support-Worked Example Pairs (MLS-WEPs) contribute to…
Descriptors: English Language Learners, English (Second Language), Algebra, Mathematics Instruction
Barbieri, Christina Areizaga; Booth, Julie L.; Chawla, Kamal – Educational Psychology, 2023
The current study assessed whether adding worked examples with self-explanation prompts focused on making connections between mathematical principles, procedures, and concepts of rational numbers to a curriculum focused on invented strategies improves pre-algebra students' fraction number line acuity, rational number concepts and procedures.…
Descriptors: Fractions, Mathematics Instruction, Teaching Methods, Algebra
Hardebolle, Cécile; Verma, Himanshu; Tormey, Roland; Deparis, Simone – Journal of Engineering Education, 2022
Background: Research shows that active pedagogies could play an important role in achieving more equitable outcomes for diverse groups of students in Science, Technology, Engineering, and Mathematics (STEM). Although flipped classes are a popular active methodology, there is a lack of high-quality studies assessing their impact in ecologically…
Descriptors: STEM Education, Flipped Classroom, Instructional Effectiveness, College Freshmen
Miller-Cotto, Dana; Auxter, Abbey E. – Educational Psychology, 2021
Faded worked examples have been used to promote problem solving performance, such as mathematics performance in many laboratory studies and short-term classroom studies. However, few studies have examined the ways educators may use fading in their own classroom on more accessible platforms that do not require programming experience. Further, few…
Descriptors: Undergraduate Students, College Mathematics, Algebra, Homework
Chan, Jenny Yun-Chen; Lee, Ji-Eun; Mason, Craig A.; Sawrey, Katharine; Ottmar, Erin – Grantee Submission, 2021
Understanding equivalence is fundamental to STEM disciplines, yet misunderstandings and misconceptions inhibit students from fully appreciating or leveraging the concept. Using the game-based algebraic notation system, From Here to There! (FH2T), students explore ideas of equivalence by dynamically transforming expressions or equations among…
Descriptors: Middle School Students, Mathematics Instruction, Prior Learning, Teaching Methods
Newton, Kristie J.; Lange, Karin; Booth, Julie L. – Journal of Experimental Education, 2020
Psychologists and mathematics educators have long viewed flexibility as critical to students' mathematical development. In this paper, we focused on the multidimensional nature of flexibility to better understand how preference, knowledge, and use of effective methods for solving algebra problems are related. In Study 1, we identified…
Descriptors: Prior Learning, Mathematics Education, Algebra, Mathematics Instruction
Using Comparison of Multiple Strategies in the Mathematics Classroom: Lessons Learned and Next Steps
Durkin, Kelley; Star, Jon R.; Rittle-Johnson, Bethany – ZDM: The International Journal on Mathematics Education, 2017
Comparison is a fundamental cognitive process that can support learning in a variety of domains, including mathematics. The current paper aims to summarize empirical findings that support recommendations on using comparison of multiple strategies in mathematics classrooms. We report the results of our classroom-based research on using comparison…
Descriptors: Comparative Analysis, Mathematics Instruction, Algebra, Problem Solving
Leite, Walter L.; Kuang, Huan; Shen, Zuchao; Chakraborty, Nilanjana; Michailidis, George; D'Mello, Sidney; Xing, Wanli – Grantee Submission, 2022
Previous research has shown that providing video recommendations to students in virtual learning environments implemented at scale positively affects student achievement. However, it is also critical to evaluate whether the treatment effects are heterogeneous, and whether they depend on contextual variables such as disadvantaged student status and…
Descriptors: Algebra, Teaching Methods, Mathematics Instruction, COVID-19
Nagashima, Tomohiro; Bartel, Anna N.; Silla, Elena M.; Vest, Nicholas A.; Alibali, Martha W.; Aleven, Vincent – Grantee Submission, 2020
Many studies have shown that visual representations can enhance student understanding of STEM concepts. However, prior research suggests that visual representations alone are not necessarily effective across a broad range of students. To address this problem, we created a novel, scaffolded form of diagrammatic self-explanation in which students…
Descriptors: Algebra, Teaching Methods, Visual Aids, Concept Formation
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
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
Fyfe, Emily R. – Grantee Submission, 2016
Homework is transforming at a rapid rate with continuous advances in educational technology. Computer-based homework, in particular, is gaining popularity across a range of schools, with little empirical evidence on how to optimize student learning. The current aim was to test the effects of different types of feedback on computer-based homework.…
Descriptors: Algebra, Homework, Feedback (Response), Middle School Students
Barbieri, Christina; Booth, Julie L. – Grantee Submission, 2016
Middle school algebra students (N = 125) randomly assigned within classroom to a Problem-solving control group, a Correct worked examples control group, or an Incorrect worked examples group, completed an experimental classroom study to assess the differential effects of incorrect examples versus the two control groups on students' algebra…
Descriptors: Middle School Students, Algebra, Secondary School Mathematics, Randomized Controlled Trials
Nebesniak, Amy L. – Mathematics Teacher, 2012
Effective instruction is multifaceted, dependent largely on the context and, consequently, on numerous variables. Although "effective instruction" is difficult to define, in the author's experience--and as the work of mathematics education specialists and researchers indicates--three key features of quality instruction stand out: (1) Teaching…
Descriptors: Learner Engagement, Prior Learning, Algebra, Mathematics Instruction
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