Preparing 4th and 5th graders to learn algebra with worked examples and self-explanation prompts.

Abstract

This study examined the effects of the MathByExample intervention, which integrates worked examples and self-explanation prompts into math worksheets to address 4th and 5th graders' misconceptions. Researchers conducted a year-long, classroom-based experiment in 58 U.S. classrooms, randomly assigning classrooms to experimental or control conditions. The study explored the intervention's impact on algebra readiness and the moderating effects of prior knowledge and intervention dosage. Results showed no significant overall impact of the intervention on foundational algebra knowledge (FAK) or preparation for future learning (PFL). However, further analysis provided key insights. For FAK scores, greater self-explanation prompt attempts improved learning, but only when students engaged with a high number of worksheets. Students with higher prior knowledge experienced a negative effect of attempting more worksheets, suggesting they may not benefit from excessive practice. Self-explanation attempts had a stronger positive effect for students with higher prior knowledge. For PFL scores, self-explanation attempts significantly improved PFL scores, but only for students with at least average prior knowledge, with the strongest effects seen in those completing more worksheets. These findings suggest that educators may benefit from actively incorporating the study and explanation of worked examples into elementary math instruction. To maximize their impact, teachers should regularly integrate worked examples into their lessons. Encouraging students to engage with worked examples through self-explanation may mitigate common misconceptions and enhance students' readiness for more advanced algebra concepts.