THE EFFECTS OF ERROR REFLECTION AND PERCEIVED FUNCTIONALITY OF ERRORS ON MIDDLE SCHOOL STUDENTS’ ALGEBRA LEARNING AND SENSE OF BELONGING TO MATHEMATICS
AuthorDoherty, Christina Barbieri
AdvisorBooth, Julie L.
Committee memberByrnes, James P.
Newton, Kristie Jones, 1973-
Schmitz, Mark F.
Incorrect Worked Examples
Learning From Errors
Perceived Functionality of Errors
Sense of Belonging
Permanent link to this recordhttp://hdl.handle.net/20.500.12613/2793
MetadataShow full item record
AbstractThe current study assessed an error reflection intervention on Algebra I students’ conceptual and procedural knowledge and sense of belonging to mathematics. Also of interest was whether perceptions of the functionality of errors mediated the effect of condition on learning and sense of belonging to mathematics. Middle school students (N = 207) were randomly assigned within classroom to one of four conditions: 1) a Problem-Solving Control group, 2) a Correct Examples Control group, 3) a Correct Examples Error Reflection condition that promoted reflection on hypothetical errors through self-explanation prompts, or 4) an Incorrect Examples Error Reflection condition that promoted reflection on displayed errors within the example through self-explanation prompts. Conceptual and procedural knowledge, sense of belonging to mathematics and perceived functionality of errors were measured pre- and post-intervention. After controlling for unanticipated clustering effects, results suggest that reflecting on and explaining errors within a worked examples intervention is just as effective at promoting learning as traditional problem solving alone or working with traditional correct worked examples and written self-explanation prompts. Students’ sense of belonging to mathematics or perceived functionality of errors for learning were high at the start of the study and remained so throughout the intervention. Perceptions of the functionality of errors were unrelated to learning and sense of belonging to mathematics. The limited size of the minority population in the sample did not allow for exploration of differential effects of condition for underrepresented minority (URM) students. However, these students reported lower feelings of belonging to mathematics than non-URM students. Implications for theory and practice are discussed.
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