Case Argument 1 was the leading contributor to experimental teachers' assessment growth, accounting for at least 70% of the overall growth rate in each experimental subgroup¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? A complete description of Case Argument 1 contributed the largest share of growth for all experimental subgroups, while multiple argument type descriptions accounted for nearly 40% of the growth rate in each subgroup. → Maher 2014

Evidence¶

Maher 2014¶

Maher, C. A., Palius, M. F., Maher, J. A., Hmelo-Silver, C. E., & Sigley, R. (2014). Teachers Can Learn to Attend to Students' Reasoning Using Videos as a Tool. Issues in Teacher Education, 23(1). https://eric.ed.gov/?id=EJ1045688

q3 · i? · causal · r2

Breakdown of experimental growth rates by argument type (Table 5): Case Argument 1 contributed 38.9% (K-8 in-service), 26.9% (secondary pre-service), and 14.9% (K-5 pre-service). Both cases and inductive argument types contributed to growth rates.

"A complete argument description of Case Argument 1 was the leading contributor to growth among experimental participants. It is interesting to note that at least 70% of the overall growth rate is attributed to the Case Argument 1 for each of the experimental subgroups."

Discussion¶

Related Claims¶

• Teachers in VCM video-and-task interventions showed higher post-assessment growth in describing students' mathematical arguments than comparison teachers (growth rates 17% to 52% vs. 4%) — related
• In-service teachers consistently showed the highest growth in recognizing student reasoning, which the authors attribute to an intervention model including classroom-based task implementation — related