Explicitly taught students used the complex task-specific strategy types indirect subtraction and simplifying more than twice as often as implicitly taught students at post-test¶
Claim · All claims
Evidence · 1 study · causalr?·q3·i2medium
Currency · newest study 2018 · checked against its sources 2026-10-20 (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.
q3 i2 At post-test, children from the explicit learning environment used indirect subtraction strategies 61 vs. 26 times and simplifying strategies 45 vs. 18 times compared with the implicit group, supporting Hypothesis 3. → Aiso Heinze 2018
Evidence¶
Aiso Heinze 2018¶
Aiso Heinze, Julia Arend, Meike Gruessing, Frank Lipowsky. (2018). Instructional approaches to foster third graders' adaptive use of strategies: an experimental study on the effects of two learning environments on multi-digit addition and subtraction. Instr Sci 46:869–891. https://doi.org/10.1007/s11251-018-9457-1
q3 · i2 · causal · r?
χ2-homogeneity tests on the frequencies of 10 merged strategy categories at each measurement point. At post-test the group distributions differed significantly with a medium effect size [χ2(9, N = 552) = 94.82, p < .001, V = .41].
"children from the explicit learning environment used these strategies more than twice as often as children from the implicit learning environment (indirect subtraction type: 61 vs. 26; simplifying type: 45 vs. 18)."
Discussion¶
Learner Variables¶
- Self-Regulation — outcome: instruction changes it
Related Claims¶
- Implicitly taught students showed a more sustainable use of self-generated compensation strategies, which resisted the later introduction of standard algorithms — related
- Implicit and explicit learning environments do not differ in third graders' skills in adaptive use of strategies at post-test or at 3- and 8-month follow-ups — related
- The association between numerical magnitude processing and subtraction is more prominent for items eliciting indirect addition than for direct subtraction items — related
- Direct subtraction items were solved more accurately and faster than indirect addition items — related
- Implicit and explicit learning environments do not differ in third graders' accurate use of strategies — reports the opposite
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
explicit-environment-more-complex-task-specific-strategies |
title |
Explicitly taught students used the complex task-specific strategy types indirect subtraction and simplifying more than twice as often as implicitly taught students at post-test |
description |
Explicitly taught students used the complex task-specific strategy types indirect subtraction and simplifying more than twice as often as implicitly taught students at post-test |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — aiso-heinze-2018 |
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