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To err is Human, To Explain and Correct is Divine: A Study of Interactive Erroneous Examples with Middle School Math Students.

Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review

Standard

To err is Human, To Explain and Correct is Divine: A Study of Interactive Erroneous Examples with Middle School Math Students. / McLaren, Bruce; Adams, Deanne; Durkin, Kelly et al.
21st Century Learning for 21st Century Skills: 7th European Conference on Technology Enhanced Learning, EC-TEL 2012, Saarbrücken, Germany, September 2012, Proceedings. ed. / Andrew Ravenscroft; Stefanie Lindstaedt; Carlos Delgado Kloos; Davinia Hernándex-Leo. Springer, 2012. p. 222-235 (Lecture Notes in Computer Science; Vol. 7563).

Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review

Harvard

McLaren, B, Adams, D, Durkin, K, Goguadze, G, Mayer, RE, Rittle-Johnson, B, Sosnovsky, S, Isotani, S & van Velsen, M 2012, To err is Human, To Explain and Correct is Divine: A Study of Interactive Erroneous Examples with Middle School Math Students. in A Ravenscroft, S Lindstaedt, C Delgado Kloos & D Hernándex-Leo (eds), 21st Century Learning for 21st Century Skills: 7th European Conference on Technology Enhanced Learning, EC-TEL 2012, Saarbrücken, Germany, September 2012, Proceedings. Lecture Notes in Computer Science, vol. 7563, Springer, pp. 222-235, 7th European Conference for Technology-Enhanced Learning EC- TEL 2012, Saarbrücken, Germany, 18.09.12. https://doi.org/10.1007/978-3-642-33263-0_18

APA

McLaren, B., Adams, D., Durkin, K., Goguadze, G., Mayer, R. E., Rittle-Johnson, B., Sosnovsky, S., Isotani, S., & van Velsen, M. (2012). To err is Human, To Explain and Correct is Divine: A Study of Interactive Erroneous Examples with Middle School Math Students. In A. Ravenscroft, S. Lindstaedt, C. Delgado Kloos, & D. Hernándex-Leo (Eds.), 21st Century Learning for 21st Century Skills: 7th European Conference on Technology Enhanced Learning, EC-TEL 2012, Saarbrücken, Germany, September 2012, Proceedings (pp. 222-235). (Lecture Notes in Computer Science; Vol. 7563). Springer. https://doi.org/10.1007/978-3-642-33263-0_18

Vancouver

McLaren B, Adams D, Durkin K, Goguadze G, Mayer RE, Rittle-Johnson B et al. To err is Human, To Explain and Correct is Divine: A Study of Interactive Erroneous Examples with Middle School Math Students. In Ravenscroft A, Lindstaedt S, Delgado Kloos C, Hernándex-Leo D, editors, 21st Century Learning for 21st Century Skills: 7th European Conference on Technology Enhanced Learning, EC-TEL 2012, Saarbrücken, Germany, September 2012, Proceedings. Springer. 2012. p. 222-235. (Lecture Notes in Computer Science). doi: 10.1007/978-3-642-33263-0_18

Bibtex

@inbook{0c229298884f4c6d915731114751a3f5,
title = "To err is Human, To Explain and Correct is Divine: A Study of Interactive Erroneous Examples with Middle School Math Students.",
abstract = "Erroneous examples are an instructional technique that hold promise to help children learn. In the study reported in this paper, sixth and seventh grade math students were presented with erroneous examples of decimal problems and were asked to explain and correct those examples. The problems were presented as interactive exercises on the Internet, with feedback provided on correctness of the student explanations and corrections. A second (control) group of students were given problems to solve, also with feedback on correctness. With over 100 students per condition, an erroneous example effect was found: students who worked with the interactive erroneous examples did significantly better than the problem solving students on a delayed posttest. While this finding is highly encouraging, our ultimate research question is this: how can erroneous examples be adaptively presented to students, targeted at their most deeply held misconceptions, to best leverage their effectiveness? This paper discusses how the results of the present study will lead us to an adaptive version of the erroneous examples material.21st Century Learning for 21st Century Skills 21st Century Learning for 21st Century Skills LookInsideShareShare this content on Facebook Share this content on Twitter Share this content on LinkedInOther actions Export citations About this Book",
keywords = "Mathematics, erroneous examples, interactive problem solving, adaption of problems, self-explanation, decimals, mathematics education",
author = "Bruce McLaren and Deanne Adams and Kelly Durkin and Giorgi Goguadze and Mayer, {Richard E.} and Bethany Rittle-Johnson and Sergey Sosnovsky and Seiji Isotani and {van Velsen}, Martin",
year = "2012",
doi = "10.1007/978-3-642-33263-0_18",
language = "English",
isbn = "978-3-642-33262-3",
series = "Lecture Notes in Computer Science",
publisher = "Springer",
pages = "222--235",
editor = "Andrew Ravenscroft and Stefanie Lindstaedt and {Delgado Kloos}, Carlos and Davinia Hern{\'a}ndex-Leo",
booktitle = "21st Century Learning for 21st Century Skills",
address = "Germany",
note = "7th European Conference for Technology-Enhanced Learning EC- TEL 2012, EC-TEL 2012 ; Conference date: 18-09-2012 Through 21-09-2012",
url = "http://www.prolearn-academy.org/Events/ec-tel-2012-seventh-european-conference-on-technology-enhanced-learning",

}

RIS

TY - CHAP

T1 - To err is Human, To Explain and Correct is Divine: A Study of Interactive Erroneous Examples with Middle School Math Students.

AU - McLaren, Bruce

AU - Adams, Deanne

AU - Durkin, Kelly

AU - Goguadze, Giorgi

AU - Mayer, Richard E.

AU - Rittle-Johnson, Bethany

AU - Sosnovsky, Sergey

AU - Isotani, Seiji

AU - van Velsen, Martin

N1 - Conference code: 7

PY - 2012

Y1 - 2012

N2 - Erroneous examples are an instructional technique that hold promise to help children learn. In the study reported in this paper, sixth and seventh grade math students were presented with erroneous examples of decimal problems and were asked to explain and correct those examples. The problems were presented as interactive exercises on the Internet, with feedback provided on correctness of the student explanations and corrections. A second (control) group of students were given problems to solve, also with feedback on correctness. With over 100 students per condition, an erroneous example effect was found: students who worked with the interactive erroneous examples did significantly better than the problem solving students on a delayed posttest. While this finding is highly encouraging, our ultimate research question is this: how can erroneous examples be adaptively presented to students, targeted at their most deeply held misconceptions, to best leverage their effectiveness? This paper discusses how the results of the present study will lead us to an adaptive version of the erroneous examples material.21st Century Learning for 21st Century Skills 21st Century Learning for 21st Century Skills LookInsideShareShare this content on Facebook Share this content on Twitter Share this content on LinkedInOther actions Export citations About this Book

AB - Erroneous examples are an instructional technique that hold promise to help children learn. In the study reported in this paper, sixth and seventh grade math students were presented with erroneous examples of decimal problems and were asked to explain and correct those examples. The problems were presented as interactive exercises on the Internet, with feedback provided on correctness of the student explanations and corrections. A second (control) group of students were given problems to solve, also with feedback on correctness. With over 100 students per condition, an erroneous example effect was found: students who worked with the interactive erroneous examples did significantly better than the problem solving students on a delayed posttest. While this finding is highly encouraging, our ultimate research question is this: how can erroneous examples be adaptively presented to students, targeted at their most deeply held misconceptions, to best leverage their effectiveness? This paper discusses how the results of the present study will lead us to an adaptive version of the erroneous examples material.21st Century Learning for 21st Century Skills 21st Century Learning for 21st Century Skills LookInsideShareShare this content on Facebook Share this content on Twitter Share this content on LinkedInOther actions Export citations About this Book

KW - Mathematics

KW - erroneous examples

KW - interactive problem solving

KW - adaption of problems

KW - self-explanation

KW - decimals

KW - mathematics education

U2 - 10.1007/978-3-642-33263-0_18

DO - 10.1007/978-3-642-33263-0_18

M3 - Article in conference proceedings

SN - 978-3-642-33262-3

T3 - Lecture Notes in Computer Science

SP - 222

EP - 235

BT - 21st Century Learning for 21st Century Skills

A2 - Ravenscroft, Andrew

A2 - Lindstaedt, Stefanie

A2 - Delgado Kloos, Carlos

A2 - Hernándex-Leo, Davinia

PB - Springer

T2 - 7th European Conference for Technology-Enhanced Learning EC- TEL 2012

Y2 - 18 September 2012 through 21 September 2012

ER -

Other publications by the same author(s)

Integrating teacher and student workspaces in a technology-enhanced mathematics lecture

Goguadze, G., 2015, Design for Teaching and Learning in a Networked World: 10th European Conference on Technology Enhanced Learning, EC-TEL 2015, Proceedings. Konert, J., Klobučar, T., Rensing, C., Conole, G. & Lavoue, É. (eds.). Springer New York LLC, p. 573-576 4 p. (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); vol. 9307).

Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review

Examat: Intelligent exercise services for mathematics learning

Goguadze, G., 2014, Open Learning and Teaching in Educational Communities: 9th European Conference on Technology Enhanced Learning, EC-TEL 2014, Graz, Austria, September 16-19, 2014, Proceedings. Rensing, C., Freitas, S., Ley, T. & Muñoz-Merino, P. J. (eds.). Springer, p. 566-567 2 p. (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); vol. 8719).

Research output: Contributions to collected editions/works › Article in conference proceedings › Research

Exploring feedback and student characteristics relevant for personalizing feedback strategies

Narciss, S., Sosnovsky, S., Schnaubert, L., Andrès, E., Eichelmann, A., Goguadze, G. & Melis, E., 02.2014, In: Computers & Education. 71, 0, p. 56-76 21 p.

Research output: Journal contributions › Journal articles › Research › peer-review

Math-Bridge: Adaptive Plattform für Mathematische Brückenkurse: Mathematische Vor- und Brückenkurse

Sosnovsky, S., Dietrich, M., Andrès, E., Goguadze, G. & Winterstein, S., 2014, Arbeitstagung der Kompetenzzentrum Hochschuldidaktik Mathematik (khdm) „Mathematische Vor- und Brückenkurse: Konzepte und Perspektive: Konzepte, Probleme und Perspektiven. Bausch, I., Biehler, R., Bruder, R., Fischer, P., Hochmuth, R., Koepf, W., Schreiber, S. & Wassong, T. (eds.). Wiesbaden: Springer, p. 231-242 12 p. (Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik).

Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review

Blended-Learning Brückenkurs Mathematik für Wirtschaftswissenschaftler.

Goguadze, G. & Hochmuth, R., 25.11.2013, Mathematik im Übergang Schule / Hochschule und im ersten Studienjahr: Extended Abstracts zur 2. khdm-Arbeitstagung. Hoppenbrock, A., Schreiber, S., Göller, R., Biehler, R., Büchler, B., Hochmuth, R. & Rück, H.-G. (eds.). Universitätsbibliothek Kassel, Vol. khdm-Report 13-01. p. 63-64 2 p. (KHDM-Report; vol. 13, no. 01).

Research output: Contributions to collected editions/works › Other › Research

DOI

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