The Worked Examples and Self-Explanatory Questions Approach to Improve Students' Misunderstandings in the Topic of Algebra and Equations

Document Type : Original Article

Authors

1 دانشگاه ازاد تهران مرکز

2 Mathematics teacher, Behbahan city

10.48310/rme.2025.17838.1102

Abstract

In the process of learning mathematics, misunderstandings are recognized as major obstacles that can lead to learning difficulties. Misconceptions and challenges in learning mathematics are prevalent among most students, and if timely corrective interventions are not provided, many of them may perceive mathematics as a difficult subject within the school curriculum. Identifying and understanding the roots of these misunderstandings, especially in topics like algebra, is essential for improving learning outcomes. One effective strategy in this regard is the use of worked examples and self-explanatory questions. This method helps students recognize their misconceptions and gain a better understanding of mathematical concepts. By targeting students' errors and misconceptions and providing diverse examples, teachers can enhance comprehension of the fundamental components of algebra and assist students in identifying and correcting incorrect procedures.

In this article, a combination of worked examples and self-explanatory questions is proposed to reduce misunderstandings in the topic of algebra. The alignment of this approach with the core principles of the Common Core State Standards for Mathematics in the United States is also discussed. Additionally, insights from several mathematics teachers regarding the benefits of using these approaches are presented.

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