Teaching Mathematics Through Student Worked Examples


  • November 1, 2016
  • November 1, 2016

    2:30-3:30 PT

Teaching Mathematics Through Student Worked Examples



REL West and the National Research and Development Center on Cognition and Mathematics Instruction (Math Center) partnered to develop a webinar designed to assist educators to incorporate worked examples into their algebra instruction.

Using worked examples in algebra instruction has shown promise for improving students’ mathematic abilities, especially among struggling students. In this webinar, participants learned about strategies for algebra instruction that includes the use of correct and incorrect student worked examples. Presenters discussed research findings that support the use of worked examples in classroom settings and walked participants through the process of identifying useful examples and incorporating them into their mathematics instruction.


As follow up to the webinar, participants had the opportunity to sign up for an additional interactive session to discuss their specific goals for using worked examples in their instruction and receive additional support from Math Center experts.

Learning Goals:

  • Learn about what worked examples are and the research that supports their use
  • Be able to identify specific uses for worked examples in mathematics instruction
  • Understand the process for incorporating student worked examples into curriculum plans


Who attended:

Educators who teach algebra to students in grades 4-12, curriculum coaches, content specialists, math teacher leaders, teacher educators, and others who work with students or teachers in mathematics instruction.


Dr. Julie Booth is an Associate Professor of Educational Psychology and Applied Developmental Science at Temple University. Booth’s research interests lie in the development of mathematical cognition; how students come to develop conceptual understanding and procedural skills in mathematics. Her research also examines individual differences in factors that influence this learning, and in developing interventions to improve student learning in math.    

Cathy Carroll, Senior Research Associate and Project Director in WestEd's Science, Technology, Engineering, and Mathematics program, is recognized nationally for her expertise in mathematics leadership and professional development. She consults with districts and projects across the country to design and facilitate leadership seminars and conduct professional development with teachers. Prior to joining WestEd, Carroll taught middle school mathematics in the San Francisco bay area for nearly 20 years.   


As a Senior Project Director in the Science, Technology, Engineering, and Mathematics program at WestEd, Dr. Jodi Davenport leads large-scale grants focused on transforming science and math instruction and assessment to improve student learning. She has published in the areas of education, learning science, and cognitive psychology. Prior to joining WestEd, Davenport was a postdoctoral fellow at Carnegie Mellon University at the Pittsburgh Science of Learning Center.    


For more information please contact Laura Buckner at lbuckne@wested.org