A Meta-analysis of the Worked Examples Effect on Mathematics Performance
Author:
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology
Link
https://link.springer.com/content/pdf/10.1007/s10648-023-09745-1.pdf
Reference96 articles.
1. *Adams, D. M., McLaren, B. M., Durkin, K., Mayer, R. E., Rittle-Johnson, B., Isotani, S., & Van Velsen, M. (2014). Using erroneous examples to improve mathematics learning with a web-based tutoring system. Computers in Human Behavior, 36, 401-411. https://doi.org/10.1016/j.chb.2014.03.053
2. Anderson, J. R., Fincham, J. M., & Douglass, S. (1997). The role of examples and rules in the acquisition of a cognitive skill. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23(4), 932–945. https://doi.org/10.1037/0278-7393.23.4.932
3. Atkinson, R. K., Derry, S. J., Renkl, A., & Wortham, D. (2000). Learning from examples: Instructional principles from the worked examples research. Review of Educational Research, 70(2), 181–214. https://doi.org/10.3102/00346543070002181
4. Atkinson, R. K., Renkl, A., & Merrill, M. M. (2003). Transitioning from studying examples to solving problems: Effects of self-explanation prompts and fading worked-out steps. Journal of Educational Psychology, 95(4), 774–783. https://doi.org/10.1037/0022-0663.95.4.774
5. *Barbieri, C., & Booth, J. L. (2016). Support for struggling students in algebra: Contributions of incorrect worked examples. Learning and Individual Differences, 48, 36–44. https://doi.org/10.1016/j.lindif.2016.04.001
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