Students showed more authentic intellectual work in writing than in mathematics¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2002 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2007: baselines and conditions change

Subclaims¶

q2 i? In the study's baseline findings, student work in writing exhibited more authentic intellectual work than student work in mathematics. → Wenzel 2002

Evidence¶

Wenzel 2002¶

Wenzel, S., Nagaoka, J., Morris, L., Billings, S., & Fendt, C. (2002). Documentation of the 1996-2002 Chicago Annenberg Research Project Strand on Authentic Intellectual Demand Exhibited in Assignments and Student Work: A Technical Process Manual. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/documentation-1996-2002-chicago-annenberg-research-project-authentic-intellectual

q2 · i? · associational · r2

A summary finding from the baseline report (Newmann et al., 1998) reported in the manual's Findings section: "Students showed more authentic intellectual work in writing than in mathematics." The two subjects are named on the two sides of the comparison.

"Students showed more authentic intellectual work in writing than in mathematics."

Discussion¶

Related Claims¶

• Students whose assignments are more authentic produce more authentic intellectual work in both writing and mathematics — related
• A majority of writing and mathematics assignments in 12 Chicago Annenberg schools fell into the lowest two challenge categories — related
• Writing assignments in 1999 showed more intellectual challenge than mathematics, with 48 to 64 percent reaching moderate or extensive challenge depending on grade — related