The Effect Of Erroneous Example And Mathematical Ability On Four-Mixed Operation Rule Learning For Primary School Students

Example can help students to better understand problems.The effective learning from worked examples can be more fit into students’ cognitive laws and help them to improve their ability of learning autonomously and logically.Erroneous Example as one of the special forms,will also have a certain influence on learning of learners.Due to different ability of students,the learning effect of each of them is different.In order to investigate the influence of erroneous example on the learning of four mixed arithmetic rules for primary school students with different mathematics abilities,students who were third-grade of primary school from a city was selected as subjects.Based on the textbook and the teaching experience of mathematics teachers in elementary school,the learning material of erroneous example about four mixed operation rules was compiled.An experimental study was conducted using 486 pupils’ academic performance and cognitive load as the dependent variables.Experiment 1 compared and contrasted the learning results and cognitive load of students with different mathematics abilities when they learned the correct example and the erroneous example of four mixed operation rules.The result showed that the erroneous example can promote primary school students with high mathematics ability to learn four mixed operation rules,while the erroneous example can inhibit the learning effects of pupils with middle mathematical abilities.Erroneous examples have no effect on the learning of primary school students with low mathematical abilities.The cognitive load levels of students who learned the erroneous example were significantly higher than those who learned the correct example.Experiment 2 is based on the experiment 1,the marked erroneous example is designed for the erroneous example.Comparison of the cognitive load levels of pupils with different mathematics abilities in the learning of the unmarked erroneous example and marked erroneous example,as well as examining the students’ learning results for the four mixed operation rules.The result showed that the marked erroneous example can better promote pupils with high mathematics ability and medium mathematics to learn four mixed operation rules,while it is no influence on low mathematics ability of primary school students.The level of cognitive load of pupils who learned the marked erroneous example was significantly lower than those learning unmarked erroneous example.In Experiment 3,based on Experiment 2,the erroneous example without selfexplanatory feedback and the erroneous example with self-explanatory feedback were designed.The cognitive load levels and test scores of pupils with different mathematics abilities under both learning conditions were compared.The result showed that the erroneous examples with self-explanatory feedback can promote elementary school students with medium and low mathematics ability to learn four mixed operation rules,however the erroneous example with self-explanatory feedback have no influence on learning four mixed operation rules for elementary school students with high math abilities.The erroneous example with self-explanatory feedback compared to the erroneous example without self-explanatory feedback can significantly reduce the level of cognitive load in students’ learning.The cognitive load of group with low mathematical ability was higher than the group with high mathematical ability.