Categorization, finding-errors, and equation-instantiation tests showed no significant differences between CPS and traditional classes¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2015 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · 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? The categorization, equation instantiation, and finding errors tests did not show any significant differences between groups; nonsignificant differences favored CPS on categorization and equation instantiation, while the finding errors test was near floor and did not consistently favor either group. → Docktor 2015
Evidence¶
Docktor 2015¶
Docktor, J. L., Strand, N. E., Mestre, J. P., & Ross, B. H. (2015). Conceptual problem solving in high school physics. Physical Review Special Topics - Physics Education Research 11, 020106. https://doi.org/10.1103/PhysRevSTPER.11.020106
q2 · i? · causal · r1
Three secondary assessments in the same quasi-experiment showed no significant differences; nonsignificant differences favored CPS on categorization (2% and 11% at the two schools that gave it) and equation instantiation (12%, 1% and 5% at three schools). The finding errors test was near floor, with almost all students receiving no credit; the comparison group scored higher at school A (14% vs 6%) and CPS slightly higher at school B (6% vs 5%).
"The categorization test, equation instantiation test, and finding errors tests did not show any significant differences between groups."
Discussion¶
Learner Variables¶
- Algebraic Thinking — outcome: instruction changes it
Related Claims¶
- CPS classes scored higher on conceptual questions than traditional classes, significantly at schools A and B — related
- The Expert Mathematician shows a positive but not statistically significant effect on middle school math achievement (effect size 0.35, improvement index +14 percentile points) — related
- CPS-taught high school physics classes scored higher on problem solving measures than traditionally taught classes, significantly at school C — related
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