Written explanation skills learned in the Unit 1 intervention transferred to a different mathematical concept (functions)¶
Claim · All claims
Evidence · 1 study · causalr1·q2·i2medium
Currency · newest study 2024 · 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 i2 Students who received Unit 1 intervention materials scored significantly higher on the Unit 2 pretest explanation part (Cohen's d = 0.424), suggesting transfer of written explanation skills across mathematical concepts. → Xiaojuan Ke · Kristie J. Newton 2024
Evidence¶
Xiaojuan Ke · Kristie J. Newton 2024¶
Xiaojuan Ke · Kristie J. Newton. (2024). English learners learn from worked example comparison in algebra. Instructional Science (2024) 52:831–858. https://doi.org/10.1007/s11251-024-09668-6
q2 · i2 · causal · r1
Wait-list crossover comparison at Unit 2 pretest: the group that had received the Unit 1 MLS-WEPs materials (now control) significantly outscored the incoming treatment group on explanations, t(75.7) = 2.01, p = 0.048, with "Cohen’s d = 0.424", despite Units 1 and 2 covering different concepts.
"compared to students in the treatment group (M = 0.58, SD = 0.88), the students in the control group scored significantly higher in the explanation part (M = 1.11, SD = 1.43) of the Unit 2 pretest, t (75.7) = 2.01, p = 0.048, Cohen’s d = 0.424"
Discussion¶
Related Claims¶
- MLS-WEPs intervention predicted higher Unit 2 (functions) calculation and explanation scores when controlling for prior knowledge — related
- Prompting learners to self-explain, one generative strategy, improves learning by a moderate average amount; other generative activities are not tested by the evidence recorded here — related
- MLS-WEPs improved the quality of written explanations, with larger gains in fully correct explanations and reduced blank and concept-irrelevant responses — related
- MLS-WEPs intervention predicted higher Unit 1 calculation and explanation scores among English learners when controlling for prior knowledge — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
explanation-skill-transfer-across-concepts |
title |
Written explanation skills learned in the Unit 1 intervention transferred to a different mathematical concept (functions) |
description |
Written explanation skills learned in the Unit 1 intervention transferred to a different mathematical concept (functions) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — xiaojuan-ke-kristie-j-newton-2024 |
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