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Title: Does generating examples aid proof production?
Authors: Iannone, Paola
Inglis, Matthew
Mejia-Ramos, Juan P.
Simpson, Adrian
Weber, Keith
Keywords: Examples
Example generation
Fine function
Proof
Undergraduate
Issue Date: 2011
Publisher: © Kluwer Academic Publishers (now Springer)
Citation: IANNONE, P. ... et al, 2011. Does generating examples aid proof production? Educational Studies in Mathematics, 77 (1), pp. 1-14.
Abstract: Many mathematics education researchers have suggested that asking learners to generate examples of mathematical concepts is an effective way of learning about novel concepts. To date, however, this suggestion has limited empirical support. We asked undergraduate students to study a novel concept by either tackling example generation tasks or reading worked solutions to these tasks. Contrary to suggestions in the literature, we found no advantage for the example generation group on subsequent proof production tasks. From a second study, we found that undergraduate students overwhelmingly adopt a trial and error approach to example generation and suggest that different example generation strategies may result in different learning gains. We conclude by arguing that the teaching strategy of example generation is not yet understood well enough to be a viable pedagogical recommendation.
Description: The final publication is available at: www.springerlink.com
Version: Accepted for publication
DOI: 10.1007/s10649-011-9299-0
URI: https://dspace.lboro.ac.uk/2134/8573
Publisher Link: http://dx.doi.org/10.1007/s10649-011-9299-0
ISSN: 0013-1954
1573-0816
Appears in Collections:Published Articles (Mathematics Education Centre)

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