On a 'far' prediction to 10 tables, both conditions improved with no significant posttest differences in correctness, but the experimental group increasingly used a function rule as its strategy¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students in both control and experimental conditions improved on the far-prediction task, with no significant posttest differences between groups in correctness. → Stephens 2011 q3 i? The experimental group showed increasing use of a function rule to solve the prediction problem (e.g., grade 5 functional strategy rose from .024 at pretest to .364 at posttest). → Stephens 2011 (2)

Evidence¶

Stephens 2011¶

Stephens, A. C., Isler, I., Marum, T., Blanton, M. L., Knuth, E. J., & Gardiner, A. M. (2011). From recursive pattern to correspondence rule: Developing students' abilities to engage in functional thinking. https://eric.ed.gov/?id=ED585054

q3 · i? · causal · r1

Analysis of Brady task part e (Table 4), where students predicted seats at 10 tables; total correct rose in both conditions, but the article reports no significant posttest differences between groups in correctness.

"StXdents in both control and e[perimental conditions shoZed improvement Zith this tasN, bXt there Zere no significant posttest differences betZeen groXps in terms of correctness."

Stephens 2011 (2)¶

Stephens, A. C., Isler, I., Marum, T., Blanton, M. L., Knuth, E. J., & Gardiner, A. M. (2011). From recursive pattern to correspondence rule: Developing students' abilities to engage in functional thinking. https://eric.ed.gov/?id=ED585054

q3 · i? · causal · r1

Authors' observation of Table 4 strategy codes: experimental functional-strategy use grew across grades at posttest, which the authors attribute to the teaching experiment's focus on covariational relationships and correspondence rules.

"1ote , hoZever, the e[perimental groXp¶s increasing Xse of a fXnction rXle to help them solve this problem."

Discussion¶

Learner Variables¶

• Algebraic Thinking — outcome: instruction changes it

Related Claims¶

• Experimental students significantly outperformed control students at posttest in expressing a functional relationship in words (grades 3-4) and in symbols (all grades), with no students writing correct symbolic rules at pretest — related
• After the intervention, posttest differences in identifying patterns in a function table were only marginally significant at grade 3, but experimental fifth graders more often described covariational relationships than recursive patterns — related
• Grades 3-4 students in an EALP-based early algebra intervention made significant improvements in constructing function tables and outperformed control students at posttest — related