Education Week – Sarah D. Sparks
Introducing new math concepts via already-worked examples can give students a significant boost in learning. But choosing the right problems makes a big difference.
An analysis earlier this year of more than 100 studies of math interventions finds that students who study already-worked example problems improved in mathematics nearly a half of a standard deviation more than those who didn’t use that approach. That improvement is like a student who would normally score at the 50th percentile performing above the 69th percentile instead.