Testing the ecological validity of faded worked examples in algebra

Faded worked examples have been used to promote problem solving performance, such as mathematics performance in many laboratory studies and short-term classroom studies. However, few studies have examined the ways educators may use fading in their own classroom on more accessible platforms that do n...

Full description

Saved in:
Bibliographic Details
Published inEducational psychology (Dorchester-on-Thames) Vol. 41; no. 2; pp. 191 - 205
Main Authors Miller-Cotto, Dana, Auxter, Abbey E.
Format Journal Article
LanguageEnglish
Published Dorchester-on-Thames Routledge 07.02.2021
Taylor & Francis Ltd
Subjects
Algebra
Classrooms
College Mathematics
Cues
Faded worked examples
Higher education
Homework
Instructional Effectiveness
Learning
Mathematical problems
Mathematics Achievement
Mathematics education
Mathematics Instruction
Pretests Posttests
Prior Learning
Problem Solving
Scaffolding (Teaching Technique)
self-explanation
Teaching Methods
Undergraduate Students
Online AccessGet full text

Cover

More Information
Summary:Faded worked examples have been used to promote problem solving performance, such as mathematics performance in many laboratory studies and short-term classroom studies. However, few studies have examined the ways educators may use fading in their own classroom on more accessible platforms that do not require programming experience. Further, few classroom studies have administered fading more than once, limiting the treatment effect. The current study examined whether faded worked examples would promote learning in a classroom. Undergraduates (N = 135) completed four homework assignments over the course of one unit in a college semester over the course of two waves of data collection. Using Canvas, homework assignments were deployed once a week for four weeks in the form of (a) faded worked examples, (b) faded worked examples with self-explanations, (c) self-explanations, and (d) business as usual. Results indicated that students in the problem-solving group outperformed those exposed to fading with self-explanation prompts but showed no difference between the fading alone or self-explanation alone condition. Findings are discussed in terms of future research.
ISSN:0144-3410
1469-5820
DOI:10.1080/01443410.2019.1646411