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Learning to Solve Compare Word Problems: The Effect of Example Format and Generating Self-Explanations

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Learning to Solve Compare Word Problems: The Effect of Example Format and Generating Self-Explanations

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Wangari Mwangi & John Sweller (1998)

Looks at the role of examples in elementary word problems; integrated examples vs non integrated
https://doi.org/10.1207/s1532690xci1602_2

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Using erroneous examples to improve mathematics learningwith a web-based tutoring system

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Using erroneous examples to improve mathematics learningwith a web-based tutoring system

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Looks into how students engage and critique incorrect examples vs just problem solving, method included a short test shortly after the learning and then another 1 week later, while the was no immediate benefit, a week later the erroneous examples group did much better.

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Self -Explanations: How Students Study and Use Examples in Learning to  Solve Problem

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Self -Explanations: How Students Study and Use Examples in Learning to  Solve Problem

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Talks about how some ("good") students gain example-independent knowledge from example production whereas other ("poor") students do not.

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Zaslavsky, O. and Peled, I., 1996. Inhibiting factors in generating examples by mathematics teachers and student teachers: The case of binary operation. Journal for Research in Mathematics Education, pp.67-78.

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Zaslavsky, O. and Peled, I., 1996. Inhibiting factors in generating examples by mathematics teachers and student teachers: The case of binary operation. Journal for Research in Mathematics Education, pp.67-78.

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Research article. Found on Google Scholar. Status of the paper is likely reliable as it was published in a highly regarded peer-reviewed journal. Focuses on the idea of subjects of study producing a counterexample to a given mathematical statement, and analyses the difference in responses from established teachers and student teachers.

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Mental mathematics, emergence of strategies, and the enactivist theory of cognition

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Mental mathematics, emergence of strategies, and the enactivist theory of cognition

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This article explores strategy development in mental mathematics and the enactivist theory of cognition.

https://link.springer.com/content/pdf/10.1007%2Fs10649-013-9480-8.pdf

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Vinner, S., 2011. The role of examples in the learning of mathematics and in everyday thought processes. ZDM, 43(2), pp.247-256.

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Vinner, S., 2011. The role of examples in the learning of mathematics and in everyday thought processes. ZDM, 43(2), pp.247-256.

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Opinion piece by a highly regarded mathematician in the field of mathematics education. I think the status of the paper is reliable as it was published in ZDM, ‘one of the oldest mathematics education research journals still in publication’ and due to the status of the publisher. Found in the online library catalogue.

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Conceptual Gain and Successful Problem-solving in Primary School Mathematics

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Conceptual Gain and Successful Problem-solving in Primary School Mathematics

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The article looks at solving problems as a group and compares it to a more traditional manner of in a classroom https://www.tandfonline.com/doi/abs/10.1080/03055699997963?needAccess=true#aHR0cHM6Ly93d3cudGFuZGZvbmxpbmUuY29tL2RvaS9wZGYvMTAuMTA4MC8wMzA1NTY5OTk5Nzk2Mz9uZWVkQWNjZXNzPXRydWVAQEAw

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Examinations and how it affects the ways teacher teach

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Reflection-for-action and the choice or design of examples in the teaching of mathematics

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Reflection-for-action and the choice or design of examples in the teaching of mathematics

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Extending example spaces as a learning/teaching strategy in mathematics. Mason and Watson (2002)

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Extending example spaces as a learning/teaching strategy in mathematics. Mason and Watson (2002)

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Has sections called 'The Role of Examples in Learning Mathematics' and 'Student-Generated Examples'
From PME Conference
link: http://mrbartonmaths.com/resourcesnew/8.%20Research/Inquries/Extending%20Example%20Spaces%20-%20Watson%20and%20Mason.pdf

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The role of examples in the learning of mathematics and in everyday thought processes

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The role of examples in the learning of mathematics and in everyday thought processes

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This article explores the formation of concepts in mathematics. In doing so it touches on the role of examples in the learning of concepts. Published in ZMD.
https://link.springer.com/article/10.1007/s11858-010-0304-3

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Doctoral students’ use of examples in evaluating and proving conjectures

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Doctoral students’ use of examples in evaluating and proving conjectures

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Alcock, L., Inglis, M. (2008)

https://link.springer.com/article/10.1007/s10649-008-9149-x

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On examples in mathematical thinking and learning

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On examples in mathematical thinking and learning

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Antonini, S., Presmeg, N., Mariotti, M.A. et al. ZDM Mathematics Education (2011)

This paper discusses the process of constructing examples and their roles in conceptualisation. Also looks at Examples in learning proofs and their uses in teaching and learning mathematics.

https://link.springer.com/article/10.1007/s11858-011-0334-5

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Learning from worked-examples in mathematics: students relate procedures to principles

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Learning from worked-examples in mathematics: students relate procedures to principles

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This article explores the effectiveness of worked-examples and their relations with various problem cases. Also, objections against worked-examples are discussed.
Published in ZDM.
https://link.springer.com/article/10.1007/s11858-017-0859-3

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Purpose design and use of examples in the teaching of elementary mathematics (Rowland, 2008)

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Purpose design and use of examples in the teaching of elementary mathematics (Rowland, 2008)

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This empirical paper explores reasons for teachers using examples in elementary mathematics.
Link: https://www.jstor.org/stable/40284540?seq=1#metadata_info_tab_contents

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Mathematics as a Constructive Activity: Learners Generating Examples (Watson and Mason, 2005)

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Mathematics as a Constructive Activity: Learners Generating Examples (Watson and Mason, 2005)

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This is an edited book exploring the teaching strategy of asking learners to contrast their own examples of mathematical objects.
Link: https://www.taylorfrancis.com/books/9781135630027