Basketball players solved average and percentage problems better when framed by basketball practices than as school math worksheets, using different strategies across contexts¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Middle and high school basketball players were better able to solve average and percentage problems in basketball context than school worksheet format, and used invented strategies on basketball problems versus often-misremembered algorithms on school problems. → Na'ilah Suad Nasir 2008

Evidence¶

Na'ilah Suad Nasir 2008¶

Na'ilah Suad Nasir, Victoria Hand and Edd V. Taylor. (2008). Culture and Mathematics in School: Boundaries between "Cultural" and "Domain" Knowledge in the Mathematics Classroom and Beyond. Review of Research in Education, Vol. 32. https://doi.org/10.3102/0091732X07308962

q2 · i? · review · r2

Study of middle and high school basketball players (Nasir, 1996, 2000) who solved average and percentage problems in two formats: basketball-framed tasks and typical school math worksheet tasks. The article reports players "were better able to solve the problems in the context of basketball," with invented strategies on basketball problems and algorithms, often misapplied, on school problems. No effect size is printed.

"Overall, players were better able to solve the problems in the context of basketball, and they used quite different strategies across the two contexts."

Discussion¶

Related Claims¶

• The increase in students inventing their own ways of solving tasks was minor, but there was a marked increase in students agreeing the CCS tasks required inventing their own ideas — related
• Problem order produced an order effect: solving basketball problems first improved performance on all problems, while school problems first lowered performance