A Worked Example for Creating Worked Examples

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To reduce algebraic misconceptions in middle school, combine worked examples and self-explanation prompts.

Contributor Notes

Kelly M. McGinn, kelly.mcginn@temple.edu, taught seventh-grade and eighth-grade mathematics before pursing her PhD in educational psychology at Temple University in Philadelphia. Her work focuses on understanding how students develop mathematics conceptual understanding and designing interventions to improve that learning.

Karin E. Lange, klange@sdb.k12.wi.us, taught middle school math in Camden, New Jersey, before pursuing her doctorate in math education from Temple University. She is currently the Director of Math and Science Curriculum and Instruction for the School District of Beloit, Wisconsin.

Julie L. Booth, julie.booth@temple.edu, is an associate 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.

(Corresponding author is McGinn kelly.mcginn@temple.edu)(Corresponding author is Lange klange@sdb.k12.wi.us)(Corresponding author is Booth julie.booth@temple.edu)
Mathematics Teaching in the Middle School


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