Classification is the least-developed basic mathematics skill after plasticized-clay activities, rated moderate¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2016 · 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? Classification scored lowest of the six skills (3.466, moderate level) after the art activities. → Chumark 2016
Evidence¶
Chumark 2016¶
Chumark, C. & Puncreobutr, V. (2016). Developing Basic Mathematical Skills of Pre-School Children by using Plasticized Clay. Journal of Education and Practice, 7(12). https://eric.ed.gov/?id=EJ1099541
q2 · i? · causal · r1
Table 1 post-activity ratings (N=15): classification averaged 3.466 (S.D. .5164), rated Moderate, while observation and comparison scored highest at 3.866.
"The least scored skill is classification skill (3.4 66). Hence it is obvious that these skills have eff ect in developing mathematical skills of pre-school children."
Discussion¶
Related Claims¶
- Plasticized-clay art activities produce high post-activity development levels across basic mathematics skills in preschool children — a broader claim this one bears on
- Each of the six individual basic mathematics skills improves significantly after plasticized-clay activities — related
- Preschool children's overall basic mathematics scores rise significantly after plasticized-clay art activities (p<.01, t=26.458) — related
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