Using example problems to improve student learning in algebra: Differentiating between correct and incorrect examples
We checked this card's citation and the finding we state against the source's own page or record in October 2026.
What it found
Explaining worked examples during guided practice improved students' conceptual understanding of solving two-step equations compared with guided practice alone. Incorrect examples, alone or with correct ones, looked especially useful for conceptual understanding.
What kind of study it is
- Design
- Randomized trial in schools
- Weight
- A trial in schools: it compares groups that got the practice with groups that didn't.
- Sample
- Algebra I students using a computer tutor, randomly assigned within their classes, in two experiments
- Who
- School-age children (K–12)
Read it
doi.org/10.1016/j.learninstruc.2012.11.002 · ERIC record EJ1003563
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Cited in the Library
Cite this study
Booth, J. L., Lange, K. E., Koedinger, K. R., & Newton, K. J. (2013). Using example problems to improve student learning in algebra: Differentiating between correct and incorrect examples. Learning and Instruction, 25, 24–34. https://doi.org/10.1016/j.learninstruc.2012.11.002
Checked against the source in October 2026. All studies · How we rate the evidence · Something wrong? Tell us.