Worked Examples
Overview
Analyzing and discussing solved problems helps students develop a deeper understanding of abstract mathematical processes. Worked problems reduce the cognitive load for students, as they do not have to solve the problems themselves but can instead focus their Attention on understanding and comparing different solution methods. Interleaving practice problems with worked examples can push students to monitor their thinking when solving problems, building Metacognition.
Example: Use This Strategy In in the Classroom
Design It into Your Product
Videos are chosen as examples of strategies in action. These choices are not endorsements of the products or evidence of use of research to develop the feature.
Videos are an excellent way to provide worked examples for students to study, such as this example on doing Operations with fractions. Products can easily integrate such videos into their instructional roadmap, supporting students' deeper conceptual development.
Additional Resources
Additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
Factors Supported by this Strategy
More Active Learning Strategies
Students activate more cognitive processes by exploring and representing their understandings in visual form.
Analyzing incorrect worked examples is especially beneficial for helping students develop a conceptual understanding of mathematical processes.
When students explain their thinking process aloud with guidance in response to questions or prompts, they recognize the strategies they use and solidify their understanding.
Math games allow students to practice many math skills in a fun, applied context.
Project-based learning (PBL) actively engages learners in authentic tasks designed to create products that answer a given question or solve a problem.
Response devices boost engagement by encouraging all students to answer every question.
When students create their own number and word problems, they connect math concepts to their background knowledge and lived experiences.
