Effects Of Correct And Incorrect Combined Worked-example And Explanations On Solving Probability Problems

Examination paper and practice analysis is an important part in mathematics teaching, it can help students to consolidate the knowledge gaps. However, many teachers often feel confused: On the one hand, teachers use "correct examples" to demonstrate correct problem-solving steps directly in class, but students often make mistakes in the examination. On the other hand, teachers provide students with instructional explanation and students feel understood, however, as time goes on, some students will make the same mistakes. How to make the examination paper analysis lecture more effectively and help students to address gaps and achieve better learning effect? Therefore,the purpose of this study was to examine how correct and incorrect combined worked-example and explanation influence middle school students’ probability problem-solving.In experiment 1,we compared the effect of learning probability problem by correct and incorrect combined worked-example and correct worked-example.The experiment used probability problem as materials and middle school students of the third grade as participants.We conducted a single factor between-subject design, including three conditions : correct and incorrect combined examples group;only correct examples group;control gruop.Results indicated that students in the correct and incorrect combined examples group performed significantly better than those who were in the only correct examples group.In experiment 2,we compared the effect of explanations on middle school students’ probability problem-solving. The experiment used probability problem as materials and middle school students of the third grade as participants.We conducted a single factor between-subject design, including three conditions:self-explanation group;instructional explanation group;without explanation gruop. Results indicated that correct and incorrect combined examples with explanation is significant better than correct and incorrect combined examples; Correct and incorrect combined examples with self-explanation is significant better and lasted more time than correct and incorrect combined examples with instruction explanation.In conclusion,in the examination paper and practice analysis lecture, teachers should use correct examples and timely design examples of common errors,let students compare the correct example with incorrect example. At the same time, teachers should prompt students to self-explanation, so as to avoiding repeating the same error and improving the teaching effect.