Using erroneous examples to improve mathematics learning with a web-based tutoring system
Using erroneous examples to improve mathematics learning with a web-based tutoring system
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DOI：
10.1016/j.chb.2014.03.053
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发表时间：
2014-07-01
影响因子：
9.9
通讯作者：
van Velsen, Martin
中科院分区：
文献类型：
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作者：
Adams, Deanne M.;McLaren, Bruce M.;van Velsen, Martin
本研究探讨是否要求学生批评不正确的解决方案，小数问题的基础上常见的误解，可以帮助他们更好地了解小数比要求他们解决同样的问题，并获得反馈。在一个基于网络的辅导系统中，208名中学生要么必须识别、解释和纠正虚构学生的错误（错误示例组），要么必须通过反馈解决问题的同构版本（问题解决组）。虽然这两组学生没有显着差异立即后测，学生在错误的例子组表现出显着更好的延迟后测一周后（d = 0.62）。在错误的例子组的学生也更准确地判断他们的后测答案是否正确（d = 0.49）。解决问题组的学生对教材的满意度高于错误示例组的学生，这表明喜欢教材并不等于从中学习。总的来说，识别，解释和纠正错误的实践可以帮助学生在更深层次上处理小数问题，从而帮助他们克服误解，建立对小数的持久理解。(C)2014爱思唯尔有限公司版权所有。
This study examines whether asking students to critique incorrect solutions to decimal problems based on common misconceptions can help them learn about decimals better than asking them to solve the same problems and receive feedback. In a web-based tutoring system, 208 middle school students either had to identify, explain, and correct errors made by a fictional student (erroneous examples group) or solve isomorphic versions of the problems with feedback (problem-solving group). Although the two groups did not differ significantly on an immediate posttest, students in the erroneous examples group performed significantly better on a delayed posttest administered one week later (d = .62). Students in the erroneous examples group also were more accurate at judging whether their posttest answers were correct (d = .49). Students in the problem-solving group reported higher satisfaction with the materials than those in the erroneous examples group, indicating that liking instructional materials does not equate to learning from them. Overall, practice in identifying, explaining, and correcting errors may help students process decimal problems at a deeper level, and thereby help them overcome misconceptions and build a lasting understanding of decimals. (C) 2014 Elsevier Ltd. All rights reserved.