Using example problems to improve student learning in algebra: Differentiating between correct and incorrect examples

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Teaching Mathematics by Comparison: Analog Visibility as a Double-Edged Sword. (2016, background): “On the other hand, learning from incorrect and correct strategies was better than learning from correct strategies only (Durkin & Rittle-Johnson, 2012; Booth et al., 2013), but these studies have not investigated the role of visual supports.”
Learning by Taking Apart: Deconstructing Code by Reading, Tracing, and Debugging (2016, background): “Empirical studies suggest that learning from incorrect examples can be effective, with the caveat that it is important for instructional designers to consider factors such as prior knowledge, dosage (the amount of time students engage with material) and delayed learning effects [2, 5, 27, 54].”
Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning (2017, background): “Explaining why erroneous solutions are incorrect has been found to be beneficial for learning, in some cases even more than explaining correct solutions (Booth et al. 2013).”