Erratum to: Educ Stud Math (2013) 83:323–340
DOI 10.1007/s10649-012-9459-x
Sandefur et al. (2013, p. 324) wrote that Iannone et al. (2011) “concluded that ‘simply asking students to generate examples about a concept does not improve their abilities to write proofs about that concept…’ (2011, p. 10).”
This was a misquotation. The original passage read: “To avoid misinterpretation, our studies do not imply that example generation must necessarily fail as a pedagogical technique to increase students’ understandings of mathematical concepts. However, they do demonstrate that simply asking students to generate examples about a concept may not substantially improve their abilities to write proofs about that concept, at least not more so than providing students with examples to read.” (Iannone et al., 2011, p.11).
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The online version of the original article can be found under doi:10.1007/s10649-012-9459-x.
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Sandefur, J., Mason, J., Stylianides, G.J. et al. Erratum to: Generating and using examples in the proving process. Educ Stud Math 84, 487 (2013). https://doi.org/10.1007/s10649-013-9510-6
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DOI: https://doi.org/10.1007/s10649-013-9510-6