Problem order produced an order effect: solving basketball problems first improved performance on all problems, while school problems first lowered performance¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? When players solved the basketball problems first they did better on all problems; when they solved school problems first they scored lower on all problems, suggesting identity positioning effects. → 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
In the same basketball task study, the article reports an order effect across the two problem sets: solving basketball problems first improved performance on all problems, while school problems first lowered performance on all problems. No effect size or test statistic is printed; the finding is descriptive.
"When players were asked to solve the basketball problems first, they did better on all of the problems. When they were asked to solve the school problems first, they scored lower on all of the problems."
Discussion¶
Related Claims¶
- Basketball players solved average and percentage problems better when framed by basketball practices than as school math worksheets, using different strategies across contexts
- Across everyday-mathematics studies, individuals tended to score higher on tasks linked to their everyday practices than on school-format versions of the same questions
- Order of worked examples and problem solving had no significant effect on application and transfer scores in experimental design or graphing
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
basketball-problem-order-effect-on-performance |
title |
Problem order produced an order effect: solving basketball problems first improved performance on all problems, while school problems first lowered performance |
description |
Problem order produced an order effect: solving basketball problems first improved performance on all problems, while school problems first lowered performance |
status |
review |
evidence_strength |
weak |
newest_evidence |
2008 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — nailah-suad-nasir-2008 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.