Investigating the Benefts of Using Worked Examples to Improve Mathematical Explanation for Students Who Struggle
Project Title: Investigating the Benefts of Using Worked Examples to Improve Mathematical Explanation for Students Who Struggle
Purpose: This project is funded by the National Science Foundation (grant # DRL-2000577). The purpose of the project is to investigate the use of worked examples (i.e., an already solved mathematics problem) as a mechanism to improve explanations for students who struggle with fractions concepts in Grade 5. The target population includes Grade 5 students experiencing mathematics difficulties and who perform below the 25th percentile. Through development work, two short-duration RCTs, and a feasibility pilot, the research team explores which types of worked examples (correct or incorrect; presented one or two at a time) show the most promise for improving explanations for students experiencing difficulties. The most effective set of materials will be embedded as a new component into a previously evaluated fractions intervention. To test the efficacy of the new component when integrated into an effective intervention program, a multi-site randomized controlled trial will be conducted. Several measures of fractions knowledge and students’ explanations will be used to assess impacts.
Key Personnel: Robin Schumacher (PI), Madhavi Jayanthi (co-PI), Joe Dimino (co-PI), Barbara Dougherty (co-PI), Russell Gersten (senior advisor), Sarah Krowka (developer and data analysis)