Correct and complete exemplar supports produced greater improvement in preservice teachers' fraction comparison explanations than supports displaying common misconceptions and errors¶

Claim · All claims
Evidence · 1 study · causal r? · q2 · i2 medium
Currency · newest study 2026 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i2 Preservice teachers provided with a correct and complete exemplar of a fraction magnitude comparison showed greater improvements in their explanations than those who studied example explanations displaying common misconceptions and errors, with Hedges' g ranging from 0.64 to 0.95 across the three comparison tasks. → Guba 2026

Evidence¶

Guba 2026¶

Guba, T.-P., Barbieri, C. A., Jansen, A., & Morris, A. (2026). Supports for preservice teachers' metacognitive monitoring and explanations of fraction comparisons. Instructional Science (2026) 54:18. https://doi.org/10.1007/s11251-025-09773-0

q2 · i2 · causal · r?

Experiment with elementary preservice teachers (N = 87) in a 2 (within, time point) x 3 (between, condition) design; participants revised fraction comparison explanations after studying condition-specific supports. The article reports "Hedges' g effect sizes ranged from medium to large (g = 0.64 to 0.95) for the three comparison tasks."

"PSTs who were provided with instructional supports that provided a correct and complete exemplar of a fraction magnitude comparison showed greater improvements in their explanations than those who studied example explanations that displayed common misconceptions and errors. Correct and complete exemplars also supported greater detection and correction of errors and omissions in their explanations than those provided with a list of steps focused on structural aspects of the explanation. Hedges' g effect sizes ranged from medium to large (g = 0.64 to 0.95) for the three comparison tasks."

Discussion¶

Learner Variables¶

• Proportional Reasoning — outcome: instruction changes it

Related Claims¶

• Correct exemplars supported greater detection and correction of errors and omissions in explanations than a list of steps focused on structural aspects — related
• Erroneous examples improve conceptual understanding by forcing comparison with correct models. — a broader claim this one bears on
• Teachers who focused on knowledge-building principles showed deeper understanding than those focused on surface procedures or technical aspects — related
• Explaining one's own potentially incorrect ideas can reduce learning, while explaining known-correct content supports it — a broader claim this one bears on