The present study examines the effectiveness of incorporating worked examples with prompts for self-explanation into a middle school math textbook. Algebra 1 students (N = 75) completed an equation-solving unit with textbooks either containing the original practice problems or in which a portion of those problems were converted into a combination of correct, incorrect, and incomplete examples. Students completed pre- and posttest measures of algebraic feature knowledge, equation-solving skills, and error anticipation. Example-based textbook assignments increased students’ equation-solving skills and their ability to anticipate errors one might make when solving problems. Differences in students’ anticipation of various types of errors are also examined. Error anticipation, a particular form of negative knowledge, is a potentially important skill that relates to algebraic feature knowledge and equation-solving skills.

本研究检验了将带有自我解释提示的工作示例纳入中学数学教科书的有效性。代数 1 学生 ( N  = 75) 完成了一个方程求解单元，教科书包含原始练习题，或者其中一部分问题被转换为正确、不正确和不完整示例的组合。学生完成了代数特征知识、方程求解技能和错误预测的前测和后测测量。以实例为基础的教科书作业提高了学生解方程的能力，以及他们预测解决问题时可能犯的错误的能力。还检查了学生对各种类型错误的预期差异。错误预期，一种特殊形式的负知识，是一项潜在的重要技能，与代数特征知识和方程求解技能相关。