Classrooms in China, South Korea and the US scored higher on overall equivalence than England; New Zealand lower; Turkey did not differ¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Relative to England, classrooms in China, South Korea and the US had higher overall equivalence scores, New Zealand lower, and Turkey showed no significant difference. → Şimşek 2021

Evidence¶

Şimşek 2021¶

Şimşek, E., Xenidou-Dervou, I., Hunter, J., Gillon Dowens, M., Pang, J., Lee, Y., McNeil, N., Kirkland, P., & Jones, I. (2021). Factors Associated with Children's Understanding of Mathematical Equivalence: An Investigation across Six Countries. https://figshare.com/s/78625a6b0061200db6b7

q3 · i? · associational · r2

Multilevel SEM with country dummy variables (England as reference) across 2760 students and 108 classes. The article reports significant country differences with no standardised effect sizes printed.

"Specifically, classrooms in China, South Korea and the US had higher overall equivalence scores compared to classrooms in England. There was a significant difference between the participating schools in England and New Zealand. Specifically, classrooms in New Zealand had lower overall equivalence scores compared to classrooms in England."

Discussion¶

Related Claims¶

• The negative correlation between non-traditional textbook practice and equivalence understanding disappears in non-mandatory textbook countries — related
• The relation between teacher knowledge and equivalence understanding is not moderated by country — related
• Teachers' knowledge of students' relational strategies relates to class-level understanding of equivalence across six countries — related