GUEST POST: Worked Examples: An Effective Tool for Math Learning

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GUEST POST: Worked Examples: An Effective Tool for Math Learning

References:

(1) Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4–58.

(2) Paas, F., van Gog, T., & Sweller, J. (2010). Cognitive load theory: New conceptualizations, specifications, and integrated research perspectives. Educational Psychology Review, 22(2), 115–121.

(3) Barbieri, C. A., Miller-Cotto, D., Clerjuste, S. N., & Chawla, K. (2023). A Meta-analysis of the Worked Examples Effect on Mathematics Performance. Educational Psychology Review, 35(1), 11.

(4) 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.

(5) Baars, M., van Gog, T., de Bruin, A., & Paas, F. (2014). Effects of problem solving after worked example study on primary school children’s monitoring accuracy: Improving JOL accuracy. Applied Cognitive Psychology, 28(3), 382–391.

(6) Baars, M., van Gog, T., de Bruin, A., & Paas, F. (2017). Effects of problem solving after worked example study on secondary school children’s monitoring accuracy. Educational Psychology, 37(7), 810–834.