Targeting fraction misconceptions and reducing high confidence errors in an online tutor

• Published in: Journal of computer assisted learning Vol. 40; no. 1; pp. 254 - 268
• Main Authors: Barbieri, Christina Areizaga, Devlin, Brianna L.
• Format: Journal Article
• Language: English
• Published: Chichester, UK John Wiley & Sons, Inc 01.02.2024; Wiley Subscription Services, Inc
• Subjects: Equivalence; Errors; Feedback; Fractions; Grade 11; Learning; Misconceptions; Prior Learning; Problem Sets; Students; Teaching Methods; Tutors
• ISSN: 0266-4909; 1365-2729
• DOI: 10.1111/jcal.12877

Background Providing students with worked out problem solutions is a beneficial instructional technique in STEM disciplines, and studying examples that have been worked out incorrectly may be especially helpful for reducing misconceptions in students with low prior content knowledge. However, past results are inconclusive and the effects of incorrect worked examples alone or in combination with correct examples remains unclear. Objectives We aim to address whether studying incorrect examples alone or in combination with correct examples can support the reduction of students' fraction misconceptions, operationalized as errors made with high confidence. Methods After incorrectly solving a sampling problem, 130 students in 4th through 11th grade in the U.S. were randomly assigned to a condition in an online problem set focused on fraction equivalence. Students studied either single‐type worked examples (i.e., correct or incorrect; n = 49) or combination‐type worked examples (correct and incorrect; n = 41) or engaged in a problem‐solving control (n = 50). Results Studying a combination of correct and incorrect worked examples was as effective as the problem‐solving control with feedback at improving fraction equivalence knowledge and reducing the rate of high‐confidence errors. Students in both the combination condition and the problem‐solving with feedback condition outperformed those who studied either correct or incorrect worked examples alone. Conclusions Results support the inclusion of a combination of correct and incorrect worked examples when teaching students with low prior content knowledge. Studying a combination of example types within an online tutor helps to reduce misconceptions about fractions, a topic students commonly struggle with. A problem‐solving task with corrective feedback worked equally well. Lay Description What is already known about this topic Studying worked examples of mathematical solutions improves student learning. Incorrect examples, either alone or in combination with correct examples, are particularly effective for improving learning for students with low prior knowledge in the target content. Comparing correct and incorrect examples is also effective at improving problem‐solving but this effect may be specific to those with high prior knowledge. Still unknown are the impacts of these different combinations of examples on misconceptions in particular. What this paper adds We show that studying a combination of correct and incorrect examples reduces math misconceptions. Problem‐solving with corrective feedback within an online tutor also has this effect. Implications for practice and/or policy Using a combination of example types will help reduce students' misconceptions about fractions.