Students successful in fine art (previous-year mark of 5) who received art-integrated mathematics instruction outperformed equally successful fine art students taught traditionally on all four tests¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Among students with a previous-year fine art mark of 5, the experimental group (N = 68) achieved better results than the control group (N = 59) on all four mathematics tests (Wilks' Lambda = 0.654, F = 16.15, p < 0.0005). → Brezovnik 2015

Evidence¶

Brezovnik 2015¶

Brezovnik, A. (2015). The Benefits of Fine Art Integration into Mathematics in Primary School. c e p s Journal, 5(3). https://eric.ed.gov/?id=EJ1128967

q2 · i? · causal · r1

Subgroup analysis of the pedagogical experiment restricted to students with a previous-year fine art mark of 5 (59 control, 68 experimental). The multivariate test was statistically significant, and between-subject tests were significant for all four topics (e.g., Powers F = 44.84).

"There was a statistically significant difference in the effect of fine art: F (4. 122) = 16.15, p < 0.0005, V = 0.346."

Discussion¶

Related Claims¶

• Fifth-grade students taught mathematics with fine art integration achieved significantly higher scores on all four mathematics tests than students taught traditionally — a broader claim this one bears on
• Before the experiment, the control and experimental groups differed in previous-year fine art marks but not in previous-year mathematics marks — related
• The benefit of fine art integration was greatest for Powers and smallest for Perimeter, a topic the authors note is already visual by nature — a narrower finding that bears on this claim