Students across all grades answer exceptional problems (ties, successor, identity) faster than common problems¶

Claim · All claims
Evidence · 1 study · associational r3 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students, on average, responded correctly to exceptional problems at a faster rate than common problems (partial R2 = 0.050), consistent across grade cohorts. → Ethan Roy 2025

Evidence¶

Ethan Roy 2025¶

Ethan Roy, Mathieu Guillaume, Amandine Van Rinsveld, Project iLead Consortium & Bruce D. McCandliss. (2025). Tablet-based arithmetic fluency assessment reveals developments in math cognition and math achievement from childhood to adolescence. npj Science of Learning. https://doi.org/10.1038/s41539-025-00314-5

q3 · i? · associational · r3

Second linear-mixed effects model comparing RPM for common versus exceptional problem sets. The article reports exceptional problems were answered "at a faster rate than common problems" (partial R2 = 0.050), with grade cohort also significant and a subtle problem-set-by-grade interaction (partial R2 = 0.001, padj = 0.045); partial R2 from regression is not treated as an effect size.

"Students, on average, responded correctly to exceptional problems at a faster rate than common problems (R2partial = 0.050, t(691) =−15.02, padj < 0.001,"

Discussion¶

Related Claims¶

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• RPM fluency metrics predict standardized math achievement better than traditional raw scores, with common-problem RPM the strongest predictor — related