Studying solved problems improves algebra achievement compared to solving practice problems alone, though the evidence base is rated minimal and one study found negative effects¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r? · q2
Currency · newest study 2015 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Compared to asking students to solve practice problems alone, studying solved problems can improve algebra achievement. → Star 2015 q2 i? Three of four WWC-standard studies showed positive effects on conceptual knowledge; one study found solved problems had negative effects on conceptual and procedural knowledge compared to reflective questioning. → Star 2015

Evidence¶

Star 2015¶

Star, J. R., Caronongan, P., Foegen, A., Furgeson, J., Keating, B., Larson, M. R., Lyskawa, J., McCallum, W. G., Porath, J., & Zbiek, R. M. (2015). Teaching strategies for improving algebra knowledge in middle and high school students (NCEE 2015-4010). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/PracticeGuide/20

q2 · i? · review · r3

The guide's synthesis of four studies meeting WWC group design standards without reservations on solved problems in algebra instruction. Three showed positive effects on conceptual knowledge; the summary states "studying solved problems can improve achievement" relative to practice problems alone. No effect sizes are printed.

"This body of evidence suggests that, com- pared to asking students to solve practice problems alone, studying solved problems can improve achievement."

Star 2015 (2)¶

Star, J. R., Caronongan, P., Foegen, A., Furgeson, J., Keating, B., Larson, M. R., Lyskawa, J., McCallum, W. G., Porath, J., & Zbiek, R. M. (2015). Teaching strategies for improving algebra knowledge in middle and high school students (NCEE 2015-4010). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/PracticeGuide/20

q2 · i? · causal · r?

Within the same four-study body of evidence for Recommendation 1, one study compared students who studied solved problems to students who used reflective questioning, and "solved problems had negative effects" on conceptual and procedural knowledge in that contrast.

"The remaining study found that solved problems had negative effects on conceptual and pro- cedural knowledge."

Discussion¶

Related Claims¶

• Example-based sequences outperform problem-only practice for novices, and fading support is argued to aid transfer — the general claim this finding bears on, with the studies behind it
• Alternative-strategy practices are most effective for improving procedural flexibility, with weaker evidence for conceptual and procedural knowledge — related
• Worked examples reduce unnecessary search for novices. — a broader claim this one bears on
• Studying worked examples improves novices' algebra performance on problems with the same structure as the examples — a broader claim this one bears on
• Studying worked examples is more effective and more efficient than problem solving for novice learners (the worked example effect) — a broader claim this one bears on
• Teaching reflective questioning or using graphical representations improves procedural and conceptual knowledge across diverse populations — related