- Title: Worked Examples Moderate the Effect of Math Learning Anxiety on Children’s Math Learning and Engagement During the COVID-19 Pandemic
- Authors: Mesingha et al
- Access the original paper here
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Paper summary
This research study investigated how the use of worked examples in mathematics instruction affected fifth-grade students’ learning and engagement, particularly for those experiencing math anxiety or pandemic-related learning worries. The study, conducted over two days with 280 students, compared a worked examples condition to a control condition. Results indicated that math anxiety negatively impacted learning outcomes, but incorporating worked examples mitigated these negative effects, especially on procedural and conceptual understanding and engagement. Pandemic-related worries did not affect learning directly but influenced affective and motivational outcomes. The findings suggest that worked examples are a valuable instructional tool, particularly for anxious students.
What are the key implications for teachers in the classroom?
The sources describe a study on the effects of worked examples on student learning, particularly for students experiencing math anxiety. Here are some key implications for teachers in the classroom:
- Worked examples are a valuable tool for reducing cognitive load, especially for students with math anxiety. The study found that worked examples helped mitigate the negative effects of math anxiety on learning and engagement during a lesson on ratio. This suggests that teachers should consider incorporating worked examples into their instruction, especially when teaching challenging concepts.
- Worked examples can support both procedural and conceptual understanding. The study found that worked examples helped improve both procedural and conceptual understanding of ratio for students with higher math anxiety. This implies that teachers should use worked examples to help students develop a deeper understanding of mathematical concepts, not just memorize procedures.
- Worked examples may be particularly beneficial for teaching complex mathematical concepts like ratios. The study focused on the concept of ratio, which is a foundational concept for higher-level mathematics but is often difficult for students to grasp. The findings suggest that worked examples can be an effective way to support student learning of this and other challenging concepts.
- The benefits of worked examples may not be immediately apparent. The study found that the positive effects of worked examples on learning and engagement did not emerge until the posttest, which was administered three days after the lesson. This indicates that teachers should not expect to see immediate results from using worked examples and should continue to use them even if they do not see an immediate impact.
- Teachers can easily incorporate worked examples into their instruction. The study used a relatively simple manipulation of worked examples, which involved providing students with screenshots of the teacher’s solution strategy at key points during the lesson. This suggests that teachers can easily incorporate worked examples into their instruction without significant additional effort or preparation.
- Using video lessons with interactive elements and opportunities for self-explanation can be an effective way to teach mathematics. The study used a video lesson with interactive elements and prompts for self-explanation, which was found to be effective in promoting student learning. This approach could be particularly useful for remote or blended learning environments.
It is important to note that the study was conducted in a controlled setting and further research is needed to confirm these findings in real-world classrooms. However, the findings provide promising evidence for the value of using worked examples to support student learning, particularly for students with math anxiety.
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Our work suggests that the use of worked examples during remote and in-person instruction is a low-cost, easy-to-administer pedagogical intervention with the potential to promote at-risk students’ attention, interest, and learning in difficult math contexts
