Abstract
In the 2 experiments reported here, high school students studied worked examples while learning how to translate English expressions into algebraic equations. In Experiment 1, worked examples were used as part of the regular classroom instruction and as a support for homework. In Experiment 2, students in a remedial mathematics class received individual instruction. Students using worked examples outperformed the control group on posttests after completing fewer practice problems; they also made fewer errors per problem and fewer types of errors during acquisition time, completed the work more rapidly, and required less assistance from the teacher
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