{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,14]],"date-time":"2026-02-14T03:43:29Z","timestamp":1771040609819,"version":"3.50.1"},"publisher-location":"Berlin, Heidelberg","reference-count":24,"publisher":"Springer Berlin Heidelberg","isbn-type":[{"value":"9783642332623","type":"print"},{"value":"9783642332630","type":"electronic"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2012]]},"DOI":"10.1007\/978-3-642-33263-0_18","type":"book-chapter","created":{"date-parts":[[2012,9,18]],"date-time":"2012-09-18T11:32:46Z","timestamp":1347967966000},"page":"222-235","source":"Crossref","is-referenced-by-count":27,"title":["To Err Is Human, to Explain and Correct Is Divine: A Study of Interactive Erroneous Examples with Middle School Math Students"],"prefix":"10.1007","author":[{"given":"Bruce M.","family":"McLaren","sequence":"first","affiliation":[]},{"given":"Deanne","family":"Adams","sequence":"additional","affiliation":[]},{"given":"Kelley","family":"Durkin","sequence":"additional","affiliation":[]},{"given":"George","family":"Goguadze","sequence":"additional","affiliation":[]},{"given":"Richard E.","family":"Mayer","sequence":"additional","affiliation":[]},{"given":"Bethany","family":"Rittle-Johnson","sequence":"additional","affiliation":[]},{"given":"Sergey","family":"Sosnovsky","sequence":"additional","affiliation":[]},{"given":"Seiji","family":"Isotani","sequence":"additional","affiliation":[]},{"given":"Martin","family":"van Velsen","sequence":"additional","affiliation":[]}],"member":"297","reference":[{"key":"18_CR1","unstructured":"Tsamir, P., Tirosh, D.: In-service mathematics teachers\u2019 views of errors in the classroom. In: International Symposium: Elementary Mathematics Teaching, Prague (2003)"},{"key":"18_CR2","volume-title":"The behavior of organisms: An experimental analysis","author":"B.F. Skinner","year":"1938","unstructured":"Skinner, B.F.: The behavior of organisms: An experimental analysis. Appleton-Century, New York (1938)"},{"key":"18_CR3","unstructured":"Borasi, R.: Reconceiving Mathematics Instruction: A Focus on Errors. Ablex Publishing Corporation (1996)"},{"issue":"4","key":"18_CR4","doi-asserted-by":"publisher","first-page":"355","DOI":"10.1037\/0096-3445.127.4.355","volume":"127","author":"R. Catrambone","year":"1998","unstructured":"Catrambone, R.: The subgoal learning model: Creating better examples so that students can solve novel problems. Journal of Experimental Psychology: General 1998\u00a0127(4), 355\u2013376 (1998)","journal-title":"Journal of Experimental Psychology: General 1998"},{"key":"18_CR5","first-page":"2176","volume-title":"Proceedings of the 30th Annual Conference of the Cognitive Science Society","author":"B.M. McLaren","year":"2008","unstructured":"McLaren, B.M., Lim, S., Koedinger, K.R.: When and how often should worked examples be given to students? New results and a summary of the current state of research. In: Proceedings of the 30th Annual Conference of the Cognitive Science Society, pp. 2176\u20132181. Cog. Sci. Society, Austin (2008)"},{"key":"18_CR6","volume-title":"Cognitive Load Theory","author":"A. Renkl","year":"2010","unstructured":"Renkl, A., Atkinson, R.K.: Learning from worked-out examples and problem solving. In: Plass, J.L., Moreno, R., Br\u00fcnken, R. (eds.) Cognitive Load Theory. Cambridge University Press, Cambridge (2010)"},{"key":"18_CR7","doi-asserted-by":"publisher","first-page":"59","DOI":"10.1207\/s1532690xci0201_3","volume":"2","author":"J. Sweller","year":"1985","unstructured":"Sweller, J., Cooper, G.A.: The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction\u00a02, 59\u201389 (1985)","journal-title":"Cognition and Instruction"},{"issue":"3","key":"18_CR8","doi-asserted-by":"publisher","first-page":"137","DOI":"10.1207\/s1532690xci0403_1","volume":"4","author":"X. Zhu","year":"1987","unstructured":"Zhu, X., Simon, H.A.: Learning mathematics from examples and by doing. Cognition and Instruction\u00a04(3), 137\u2013166 (1987)","journal-title":"Cognition and Instruction"},{"key":"18_CR9","doi-asserted-by":"publisher","first-page":"271","DOI":"10.1017\/CBO9780511816819.018","volume-title":"The Cambridge Handbook of Multimedia Learning","author":"M. Roy","year":"2005","unstructured":"Roy, M., Chi, M.T.H.: The self-explanation principle in multimedia learning. In: Mayer, R.E. (ed.) The Cambridge Handbook of Multimedia Learning, pp. 271\u2013286. Cambridge University Press, New York (2005)"},{"key":"18_CR10","doi-asserted-by":"publisher","first-page":"251","DOI":"10.1023\/A:1022193728205","volume":"10","author":"J. Sweller","year":"1998","unstructured":"Sweller, J., Van Merri\u00ebnboer, J.J.G., Paas, F.G.W.C.: Cognitive architecture and instructional design. Educational Psychology Review\u00a010, 251\u2013296 (1998)","journal-title":"Educational Psychology Review"},{"issue":"3","key":"18_CR11","first-page":"181","volume":"18","author":"K. Leelawong","year":"2008","unstructured":"Leelawong, K., Biswas, G.: Designing learning by teaching agents: The Betty\u2019s Brain system. Int\u2019l Journal of Artificial Intelligence in Education\u00a018(3), 181\u2013208 (2008)","journal-title":"Int\u2019l Journal of Artificial Intelligence in Education"},{"key":"18_CR12","doi-asserted-by":"publisher","first-page":"225","DOI":"10.1006\/cogp.1995.1006","volume":"28","author":"R.S. Siegler","year":"1995","unstructured":"Siegler, R.S.: How does change occur: A microgenetic study of number conservation. Cognitive Psychology\u00a028, 225\u2013273 (1995)","journal-title":"Cognitive Psychology"},{"issue":"6","key":"18_CR13","doi-asserted-by":"publisher","first-page":"612","DOI":"10.1016\/j.learninstruc.2007.09.008","volume":"17","author":"C.S. Grosse","year":"2007","unstructured":"Grosse, C.S., Renkl, A.: Finding and fixing errors in worked examples: Can this foster learning outcomes? Learning and Instruction\u00a017(6), 612\u2013634 (2007)","journal-title":"Learning and Instruction"},{"key":"18_CR14","series-title":"Lecture Notes in Computer Science","doi-asserted-by":"publisher","first-page":"357","DOI":"10.1007\/978-3-642-16020-2_24","volume-title":"Sustaining TEL: From Innovation to Learning and Practice","author":"D. Tsovaltzi","year":"2010","unstructured":"Tsovaltzi, D., Melis, E., McLaren, B.M., Meyer, A.-K., Dietrich, M., Goguadze, G.: Learning from Erroneous Examples: When and How Do Students Benefit from Them? In: Wolpers, M., Kirschner, P.A., Scheffel, M., Lindstaedt, S., Dimitrova, V. (eds.) EC-TEL 2010. LNCS, vol.\u00a06383, pp. 357\u2013373. Springer, Heidelberg (2010)"},{"key":"18_CR15","series-title":"Lecture Notes in Computer Science","doi-asserted-by":"publisher","first-page":"181","DOI":"10.1007\/978-3-642-23985-4_15","volume-title":"Towards Ubiquitous Learning","author":"S. Isotani","year":"2011","unstructured":"Isotani, S., Adams, D., Mayer, R.E., Durkin, K., Rittle-Johnson, B., McLaren, B.M.: Can Erroneous Examples Help Middle-School Students Learn Decimals? In: Kloos, C.D., Gillet, D., Crespo Garc\u00eda, R.M., Wild, F., Wolpers, M. (eds.) EC-TEL 2011. LNCS, vol.\u00a06964, pp. 181\u2013195. Springer, Heidelberg (2011)"},{"issue":"4","key":"18_CR16","doi-asserted-by":"publisher","first-page":"399","DOI":"10.2307\/749701","volume":"32","author":"K.C. Irwin","year":"2001","unstructured":"Irwin, K.C.: Using everyday knowledge of decimals to enhance understanding. Journal for Research in Mathematics Education\u00a032(4), 399\u2013420 (2001)","journal-title":"Journal for Research in Mathematics Education"},{"issue":"1","key":"18_CR17","doi-asserted-by":"publisher","first-page":"8","DOI":"10.2307\/749095","volume":"20","author":"L.B. Resnick","year":"1989","unstructured":"Resnick, L.B., Nesher, P., Leonard, F., Magone, M., Omanson, S., Peled, I.: Conceptual bases of arithmetic errors: The case of decimal fractions. Journal for Research in Mathematics Education\u00a020(1), 8\u201327 (1989)","journal-title":"Journal for Research in Mathematics Education"},{"key":"18_CR18","doi-asserted-by":"publisher","first-page":"157","DOI":"10.1207\/s1532690xci0202_3","volume":"2","author":"C. Sackur-Grisvard","year":"1985","unstructured":"Sackur-Grisvard, C., L\u00e9onard, F.: Intermediate cognitive organizations in the process of learning a mathematical concept: The order of positive decimal numbers. Cognition and Instruction\u00a02, 157\u2013174 (1985)","journal-title":"Cognition and Instruction"},{"issue":"3","key":"18_CR19","first-page":"1","volume":"17","author":"I.J. Putt","year":"1995","unstructured":"Putt, I.J.: Preservice teachers ordering of decimal numbers: When more is smaller and less is larger! Focus on Learning Problems in Mathematics\u00a017(3), 1\u201315 (1995)","journal-title":"Focus on Learning Problems in Mathematics"},{"key":"18_CR20","doi-asserted-by":"publisher","first-page":"205","DOI":"10.1023\/A:1011463205491","volume":"4","author":"K. Stacey","year":"2001","unstructured":"Stacey, K., Helme, S., Steinle, V., Baturo, A., Irwin, K., Bana, J.: Preservice teachers\u2019 knowledge of difficulties in decimal numeration. Journal of Mathematics Teacher Education\u00a04, 205\u2013225 (2001)","journal-title":"Journal of Mathematics Teacher Education"},{"issue":"2","key":"18_CR21","first-page":"105","volume":"19","author":"V. Aleven","year":"2009","unstructured":"Aleven, V., McLaren, B.M., Sewall, J., Koedinger, K.R.: A new paradigm for intelligent tutoring systems: Example-tracing tutors. International Journal of Artificial Intelligence in Education\u00a019(2), 105\u2013154 (2009)","journal-title":"International Journal of Artificial Intelligence in Education"},{"issue":"4","key":"18_CR22","doi-asserted-by":"publisher","first-page":"207","DOI":"10.1111\/j.1467-9280.1992.tb00029.x","volume":"3","author":"R.A. Schmidt","year":"1992","unstructured":"Schmidt, R.A., Bjork, R.A.: New conceptualizations of practice: Common principles in three paradigms suggest new concepts for training. Psych. Sci.\u00a03(4), 207\u2013217 (1992)","journal-title":"Psych. Sci."},{"key":"18_CR23","doi-asserted-by":"crossref","unstructured":"Goguadze, G., Sosnovsky, S., Isotani, S., McLaren, B.M.: Evaluating a bayesian student model of decimal misconceptions. In: Proceedings of the 4th International Conference on Educational Data Mining (EDM 2011), pp. 301\u2013306 (2011)","DOI":"10.58459\/icce.2011.1372"},{"key":"18_CR24","series-title":"Lecture Notes in Computer Science","doi-asserted-by":"publisher","first-page":"352","DOI":"10.1007\/3-540-44963-9_48","volume-title":"User Modeling 2003","author":"K. Stacey","year":"2003","unstructured":"Stacey, K., Sonenberg, E., Nicholson, A., Boneh, T., Steinle, V.: A Teacher Model Exploiting Cognitive Conflict Driven by a Bayesian Network. In: Brusilovsky, P., Corbett, A.T., de Rosis, F. (eds.) UM 2003. LNCS, vol.\u00a02702, pp. 352\u2013362. Springer, Heidelberg (2003)"}],"container-title":["Lecture Notes in Computer Science","21st Century Learning for 21st Century Skills"],"original-title":[],"link":[{"URL":"http:\/\/link.springer.com\/content\/pdf\/10.1007\/978-3-642-33263-0_18","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2025,4,8]],"date-time":"2025-04-08T23:54:39Z","timestamp":1744156479000},"score":1,"resource":{"primary":{"URL":"http:\/\/link.springer.com\/10.1007\/978-3-642-33263-0_18"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2012]]},"ISBN":["9783642332623","9783642332630"],"references-count":24,"URL":"https:\/\/doi.org\/10.1007\/978-3-642-33263-0_18","relation":{},"ISSN":["0302-9743","1611-3349"],"issn-type":[{"value":"0302-9743","type":"print"},{"value":"1611-3349","type":"electronic"}],"subject":[],"published":{"date-parts":[[2012]]}}}