caa a22 4500 445882107 CHVBK 20180317145547.0 cr unu---uuuuu 170323e20110501xx s 000 0 eng 10.1007/s10649-011-9299-0 doi (NATIONALLICENCE)springer-10.1007/s10649-011-9299-0 Does generating examples aid proof production? [Elektronische Daten] [Paola Iannone, Matthew Inglis, Juan Mejía-Ramos, Adrian Simpson, Keith Weber] 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. Springer Science+Business Media B.V., 2011 Examples nationallicence Example generation nationallicence Fine function nationallicence Proof nationallicence Undergraduate nationallicence Iannone Paola School of Education and Lifelong Learning, University of East Anglia, Norwich, UK aut Inglis Matthew Mathematics Education Centre, Loughborough University, Loughborough, UK aut Mejía-Ramos Juan Graduate School of Education, Rutgers University, New Brunswick, NJ, USA aut Simpson Adrian School of Education, Durham University, Durham DH1 3DF, UK aut Weber Keith Graduate School of Education, Rutgers University, New Brunswick, NJ, USA aut Educational Studies in Mathematics Springer Netherlands 77/1(2011-05-01), 1-14 0013-1954 77:1<1 2011 77 10649 https://doi.org/10.1007/s10649-011-9299-0 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10649-011-9299-0 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Iannone Paola School of Education and Lifelong Learning, University of East Anglia, Norwich, UK aut NATIONALLICENCE 700 1- Inglis Matthew Mathematics Education Centre, Loughborough University, Loughborough, UK aut NATIONALLICENCE 700 1- Mejía-Ramos Juan Graduate School of Education, Rutgers University, New Brunswick, NJ, USA aut NATIONALLICENCE 700 1- Simpson Adrian School of Education, Durham University, Durham DH1 3DF, UK aut NATIONALLICENCE 700 1- Weber Keith Graduate School of Education, Rutgers University, New Brunswick, NJ, USA aut NATIONALLICENCE 773 0- Educational Studies in Mathematics Springer Netherlands 77/1(2011-05-01), 1-14 0013-1954 77:1<1 2011 77 10649 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer