Learning Algebra from Worked Examples

Author:
Karin E. Lange
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Julie L. Booth
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Kristie J. Newton
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Presenting examples of both correctly and incorrectly worked solutions is a practical classroom strategy that helps students counter misconceptions about algebra.

Contributor Notes

Karin E. Lange, karin.lange@temple.edu, who taught first-year algebra in Camden, New Jersey, for many years, is working on a EdD in mathematics education at Temple University in Philadelphia. She has also worked as a teacher coach and consultant and finds her passion in helping struggling students become engaged and successful in mathematics.

Julie L. Booth, julie.booth@temple.edu, is an assistant professor of educational psychology and applied developmental science at Temple University. Her work focuses on understanding how students' prior knowledge affects their learning in mathematics and designing interventions to improve that learning.

Kristie J. Newton, kjnewton@temple.edu, is an associate professor of mathematics education at Temple University. She is interested in the development of mathematical knowledge and the ways in which knowledge, instruction, and motivation are related, especially with regard to fractions and algebra.

(Corresponding author is Lange karin.lange@temple.edu)
(Corresponding author is Booth julie.booth@temple.edu)
(Corresponding author is Newton kjnewton@temple.edu)
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