Comparing Learning From Productive Failure and Vicarious Failure

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Math achievement, stereotypes, and math self-concepts among elementary-school students in Singapore (2015, background): “From an educational perspective, it would also be useful if future interventions addressing gender stereotyping and self-concepts in math can be integrated into a classroom pedagogy that embodies sociomathematical norms consistent with productive mathematical thinking and promotes norms that reward ”
Examining Productive Failure, Productive Success, Unproductive Failure, and Unproductive Success in Learning (2016, background): “Evidence comes not only from quasiexperimental studies conducted in the real ecologies of classrooms (e.g., Kapur, 2012, 2013; Kapur & Bielaczyc, 2011; Schwartz & Bransford, 1998; Schwartz & Martin, 2004) but also from controlled experimental studies (e.g., DeCaro & Rittle-Johnson, 2012; Kapur,…”
Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning (2017, background): “While we have direct support that PS-I promotes prior knowledge activation (e.g., Kapur 2014a; Kapur and Bielaczyc 2011; Roll et al. 2011) and awareness of knowledge gaps (Glogger-Frey et al. 2015; Loibl and Rummel 2014a), the support for the deep feature mechanism is more indirect (number of deep…”
Learning from productive failure (2015, methodology): “Elsewhere (see Kapur, 2012, 2013, 2014), these student-generated solutions are described in greater detail.”