%0 Conference Paper %1 tsovaltzi2009erroneous %A Tsovaltzi, Dimitra %A Melis, Erica %A McLaren, Bruce %A Dietrich, Michael %A Goguadze, Georgi %A Meyer, Ann-Kristin %B Learning in the Synergy of Multiple Disciplines, Proceedings of the EC-TEL 2009 %C Berlin/Heidelberg %D 2009 %E Cress, U. %E Dimitrova, V. %E Specht, M. %I Springer %K ectel2009 posters %T Erroneous Examples: Preliminary Investigations into their Learning Effect %V 5794 %X Usually, students are only confronted with erroneous solutions in mathematics when they happen to solve a problem incorrectly themselves. Although learning from ones own errors as a form of productive failure has recently attracted increasing interest in the community, it is still the case that students may often feel ashamed of their own erroneous mathematical solutions. In order to circumvent a potential interference of this negative disposition with the learning process, we investigate the effect of using common errors in fractions in the form of erroneous examples from virtual students presented in the context of technology enhanced learning (TEL). The interventions involve a series of worked examples, followed by standard exercises, followed by erroneous examples, all dealing with the same area and underlying concepts in the domain of fractions. We discuss the theoretical background and our research question, and report on two initial classroom studies: an observational and a pilot study for testing the effects of erroneous examples in mathematics learning. Based on our promising preliminary results, we are currently planning more extended studies, which we will also report on in the final version of the paper.

@inproceedings{tsovaltzi2009erroneous, abstract = {Usually, students are only confronted with erroneous solutions in mathematics when they happen to solve a problem incorrectly themselves. Although learning from ones own errors as a form of productive failure has recently attracted increasing interest in the community, it is still the case that students may often feel ashamed of their own erroneous mathematical solutions. In order to circumvent a potential interference of this negative disposition with the learning process, we investigate the effect of using common errors in fractions in the form of erroneous examples from virtual students presented in the context of technology enhanced learning (TEL). The interventions involve a series of worked examples, followed by standard exercises, followed by erroneous examples, all dealing with the same area and underlying concepts in the domain of fractions. We discuss the theoretical background and our research question, and report on two initial classroom studies: an observational and a pilot study for testing the effects of erroneous examples in mathematics learning. Based on our promising preliminary results, we are currently planning more extended studies, which we will also report on in the final version of the paper.}, added-at = {2009-09-25T10:36:23.000+0200}, address = {Berlin/Heidelberg}, author = {Tsovaltzi, Dimitra and Melis, Erica and McLaren, Bruce and Dietrich, Michael and Goguadze, Georgi and Meyer, Ann-Kristin}, biburl = {https://www.bibsonomy.org/bibtex/2ba8ebfe3a176d49cb1de75aab07fc94f/ectel09}, booktitle = {Learning in the Synergy of Multiple Disciplines, Proceedings of the EC-TEL 2009}, editor = {Cress, U. and Dimitrova, V. and Specht, M.}, interhash = {1348ba1b5146dbd58a889d03dd9302a6}, intrahash = {ba8ebfe3a176d49cb1de75aab07fc94f}, keywords = {ectel2009 posters}, month = {October}, paperid = {1104}, publisher = {Springer}, series = {Lecture Notes in Computer Science}, timestamp = {2009-09-25T10:36:26.000+0200}, title = {Erroneous Examples: Preliminary Investigations into their Learning Effect}, topic = {Posters}, volume = 5794, year = 2009 }