Deeper-learning inquiry strategies in low-income mathematics classes reduced linguistic, ethnic, and class outcome disparities¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A study of inquiry-based mathematics instruction in schools serving low-income students found outcome disparities were reduced when teachers made problems relevant to students' lives and had students discuss thinking collaboratively. → Hernández 2022

Evidence¶

Hernández 2022¶

Hernández, L. E., & Darling-Hammond, L. (2022). Creating identity-safe schools and classrooms. Learning Policy Institute. https://doi.org/10.54300/165.102

q2 · i? · associational · r?

A study cited in the Promoting Understanding, Voice, and Responsibility section. The report states "linguistic, ethnic, and class outcome disparities were reduced" under deeper-learning strategies; no design details or effect sizes are printed.

"a study of inquiry-based instructional practices in mathematics classes serving students from low-income backgrounds found that linguistic, ethnic, and class outcome disparities were reduced when teachers used deeper-learning strategies."

Discussion¶

Learner Variables¶

• Identity — moderator: an instructional effect differs with it

Related Claims¶

• Inquiry Based Teaching Improves Science Achievement — the general claim this finding bears on, with the studies behind it
• A schoolwide literacy initiative based on deeper learning rapidly and sustainably raised achievement at a large low-income high school — related