Micro productive failure and the acquisition of algebraic procedural knowledge

Abstract Productive failure has shown positive effects on conceptual and transfer measures, but no clear procedural measures. It is therefore an open question whether, to what extent, productive methods may be used enhance the learning of skills. A typical study focuses a single, complex concept; in contrast, knowledge generally consists series less-complex steps. In this study, occasions were adapted specifically fit by introducing problems prior formal instruction relevant principles. These offered brief multiple for failure, which we call micro . total 85 sixth-graders introduced algebraic expression simplification providing problem-solving (PS-I condition), compared after (I-PS condition). Findings reveal stable effect offering learning; however, as anticipated, there or