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Durkin, K., Star, J. R., & Rittle-Johnson, B. (2017). Using comparison of multiple strategies in the mathematics classroom: Lessons learned and next steps. ZDM, 49(4), 585-597.
Fuchs, L. S., Fuchs, D., Prentice, K., Burch, M., Hamlett, C. L., Owen, R., Hosp, M., & Jancek, D. (2003). Explicitly teaching for transfer: Effects on third-grade students' mathematical problem solving. Journal of Educational Psychology, 95(2), 293.
Kapur, M. (2014). Productive failure in learning math. Cognitive Science, 38(5), 1008-1022.
McGinn, K. M., Lange, K. E., & Booth, J. L. (2015). A worked example for creating worked examples. Mathematics Teaching in the Middle School, 21(1), 26-33.
Raymond, K., Gunter, M., & Conrady, K. (2018). Developing communication and metacognition through question generating. Mathematics Teaching in the Middle School, 23(5), 276-281.
Retnowati, E., Ayres, P., & Sweller, J. (2010). Worked example effects in individual and group work settings. Educational Psychology, 30(3), 349-367.
Rittle-Johnson, B., & Star, J. R. (2007). Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations. Journal of Educational Psychology, 99(3), 561-574.
Star, J. R., & Rittle-Johnson, B. (2009). It pays to compare: An experimental study on computational estimation. Journal of Experimental Psychology, 102(4), 408-426.
Star, J. R., Caronongan, P., Foegen, A., Furgeson, J., Keating, B., Larson, M. R., Lyskawa, J., McCallum, W. G., Porath, J., & Zbiek, R. M. (2015). Teaching strategies for improving algebra knowledge in middle and high school students. Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE).
Van Gog, T., & Rummel, N. (2010). Example-based learning: Integrating cognitive and social-cognitive research perspectives. Educational Psychology Review, 22(2), 155-174.