Using example problems to improve student learning in algebra: Differentiating between correct and incorrect examples
暂无分享,去创建一个
[1] C. Bray. Transfer of learning. , 1928 .
[2] Dietmar Küchemann,et al. Children's Understanding of Numerical Variables. , 1978 .
[3] Paul J. Feltovich,et al. Categorization and Representation of Physics Problems by Experts and Novices , 1981, Cogn. Sci..
[4] Carolyn Kieran. Concepts associated with the equality symbol , 1981 .
[5] Arthur J. Baroody,et al. The Effects of Instruction on Children's Understanding of the "Equals" Sign , 1983, The Elementary School Journal.
[6] Lesley R Booth. Algebra: Children's Strategies and Errors : A Report of the Strategies and Errors in Secondary Mathematics Project , 1984 .
[7] J. Sweller,et al. The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra , 1985 .
[8] A. Bandura. Social Foundations of Thought and Action: A Social Cognitive Theory , 1985 .
[9] H. Simon,et al. Learning Mathematics From Examples and by Doing , 1987 .
[10] J. Sweller,et al. Structuring Effective Worked Examples , 1990 .
[11] R. Mooney,et al. Schema acquisition from a single example , 1992 .
[12] William M. Carroll. Using worked examples as an instructional support in the algebra classroom. , 1994 .
[13] Michelene T. H. Chi,et al. Eliciting Self-Explanations Improves Understanding , 1994, Cogn. Sci..
[14] Stellan Ohlsson,et al. Learning from error and the design of task environments , 1996 .
[15] R. Siegler. Emerging Minds: The Process of Change in Children's Thinking , 1996 .
[16] H. Mandl,et al. Learning from Worked-Out Examples: The Effects of Example Variability and Elicited Self-Explanations , 1998, Contemporary educational psychology.
[17] John Sweller,et al. Instructional Design in Technical Areas , 1999 .
[18] R. Haskell. Transfer of Learning: Cognition, Instruction, and Reasoning , 2000 .
[19] Yair Neuman,et al. Substituting one mystery for another: the role of self-explanations in solving algebra word-problems , 2000 .
[20] John R. Anderson,et al. Locus of feedback control in computer-based tutoring: impact on learning rate, achievement and attitudes , 2001, CHI.
[21] Slava Kalyuga,et al. Learner Experience and Efficiency of Instructional Guidance , 2001 .
[22] Slava Kalyuga,et al. When problem solving is superior to studying worked examples. , 2001 .
[23] Vincent Aleven,et al. An effective metacognitive strategy: learning by doing and explaining with a computer-based Cognitive Tutor , 2002, Cogn. Sci..
[24] Ali Eryilmaz,et al. Effects of Conceptual Assignments and Conceptual Change Discussions on Students' Misconceptions and Achievement Regarding Force and Motion , 2002 .
[25] R. Siegler. Microgenetic Studies of Self-Explanation , 2002 .
[26] Irene-Anna N. Diakidoy,et al. Reading about energy: The effects of text structure in science learning and conceptual change , 2003 .
[27] Joëlle Vlassis,et al. Making sense of the minus sign or becoming flexible in “negativity” , 2004 .
[28] Martha W. Alibali,et al. You'll see what you mean: Students encode equations based on their knowledge of arithmetic , 2004, Cogn. Sci..
[29] Laura A. Curry. The Effects of Self-Explanations of Correct and Incorrect Solutions on Algebra Problem-Solving Performance , 2004 .
[30] Jon R. Star,et al. The development of flexibility in equation solving , 2006 .
[31] Martha W. Alibali,et al. Does Understanding the Equal Sign Matter? Evidence from Solving Equations , 2006 .
[32] B. Rittle-Johnson,et al. Promoting transfer: effects of self-explanation and direct instruction. , 2006, Child development.
[33] Richard Catrambone,et al. Acquisition of procedures: The effects of example elaborations and active learning exercises , 2006 .
[34] B. Rittle-Johnson,et al. Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations. , 2007 .
[35] Albert T. Corbett,et al. Cognitive Tutor: Applied research in mathematics education , 2007, Psychonomic bulletin & review.
[36] Martha W. Alibali,et al. Middle School Mathematics Teachers' Knowledge of Students' Understanding of Core Algebraic Concepts: Equal Sign and Variable , 2007 .
[37] Jörg Wittwer,et al. Can tutored problem solving benefit from faded worked-out examples? , 2007 .
[38] Martha W. Alibali,et al. A Longitudinal Examination of Middle School Students' Understanding of the Equal Sign and Equivalent Equations , 2007 .
[39] Alexander Renkl,et al. Finding and fixing errors in worked examples: Can this foster learning outcomes? ☆ , 2007 .
[40] Kenneth R. Koedinger,et al. The Effect of Prior Conceptual Knowledge on Procedural Performance and Learning in Algebra , 2007 .
[41] Stephan Kessler,et al. Learning to prove in geometry: Learning from heuristic examples and how it can be supported , 2008 .
[42] Yuan-Chen Liu,et al. Construction of an online learning system for decimal numbers through the use of cognitive conflict strategy , 2008, Comput. Educ..
[43] Kenneth R. Koedinger,et al. Key Misconceptions in Algebraic Problem Solving , 2008 .
[44] R. Siegler,et al. Differentiation and integration: guiding principles for analyzing cognitive change. , 2008, Developmental science.
[45] Percival G. Matthews,et al. In pursuit of knowledge: comparing self-explanations, concepts, and procedures as pedagogical tools. , 2009, Journal of experimental child psychology.
[46] Neil T. Heffernan,et al. Tutored Problem Solving vs. “Pure” Worked Examples , 2009 .
[47] Albert T. Corbett,et al. The Knowledge-Learning-Instruction (KLI) Framework: Toward Bridging the Science-Practice Chasm to Enhance Robust Student Learning , 2010 .
[48] B. Rittle-Johnson,et al. The effectiveness of using incorrect examples to support learning about decimal magnitude. , 2012 .
[49] Jodi L. Davenport,et al. The role of problem representation and feature knowledge in algebraic equation-solving , 2013 .
[50] Vincent Aleven,et al. Intelligent Tutoring Goes To School in the Big City , 1997 .