@inproceedings{pub4361,
    series = {Frontiers in Artificial Intelligence and Applications},
    abstract = {Erroneous examples have rarely been investigated or used as a learning intervention in 
mathematics learning, either within a technology-enhanced learning (TEL) system or 
within a classroom. Here, "erroneous examples" are (worked) solutions including one or 
more errors that the student is asked to detect and to correct. 
Still, an intelligent system could use its potential to help students to work with errors 
productively. Therefore, a line of research for the learning environment ACTIVEMATH 
[3] is to develop content and technology that stimulates students to detect, reason about, 
and correct errors and help students in this process. The ultimate goal is to provide the 
erroneous example intervention adaptively. 
This paper describes a preliminary classroom experiment, in which we investigated 
how students respond to erroneous examples and how a (singular) treatment with an er- 
roneous example affect performance for students who are not confronted with erroneous 
examples in their mathematics lessons otherwise. 
},
    year = {2009},
    title = {Effects of Erroneous Examples, Results of a Preliminary School Experiment},
    booktitle = {Proceedings of the 14th International Conference on Artificial Intelligence in Education. International Conference on Artificial Intelligence in Education (AIED-09), July 6-10, Brighton, United Kingdom},
    note = {RB=yes},
    editor = {B. du Boulay and A. Graesser and R. Mizoguchi and Vania Dimitrova},
    volume = {200},
    pages = {578-580},
    publisher = {IOS press},
    author = {Erica Melis and Dieter Kriesell},
    url = {http://www.activemath.org/pubs/MelisKriesell-AIED-2009.pdf http://www.dfki.de/web/kompetenz/ccel/publikationen/renameFileForDownload?filename=MelisKriesell-AIED-2009.pdf&file_id=uploads_369}
}