Teachers addressed graph comprehension consistently at high levels across observed lessons, while covariational reasoning enactment varied widely by lesson¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2025 · checked against its sources 2026-10-17 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Teachers addressed GC in 91% of observed lessons, with 64% engaging students at the highest (Interpretive) level. → McElhaney 2025 q2 i? Teachers addressed CoV in 100% of observed lessons, but at varying levels: 12% Existence, 55% Direction, and 33% Amount/Rate, varying widely by lesson. → McElhaney 2025 (2)

Evidence¶

McElhaney 2025¶

McElhaney, K. W., Hodkowski, N. M., McMahon, L. H., Jacobs, J., Penuel, W. R., Anton, G., Henson, K., Urban, R., & Parker, D. A. (2025). Promoting Mathematical Reasoning in OpenSciEd Middle School Curriculum Units. Digital Promise. https://digitalpromise.dspacedirect.org/items/4ea4b3c5-c663-4484-8727-258bff346d2d doi:10.51388/20.500.12265/281

q2 · i? · causal · r2

Across 43 classroom observations of four focal lessons in the GC/CoV-rich units, field notes showed GC was addressed in "91% of the observed lessons, with 64% of lessons engaging students at the highest level," and did not vary substantially by teacher or lesson.

"teachers addressed GC in 91% of the observed lessons, with 64% of lessons engaging students at the highest level."

McElhaney 2025 (2)¶

McElhaney, K. W., Hodkowski, N. M., McMahon, L. H., Jacobs, J., Penuel, W. R., Anton, G., Henson, K., Urban, R., & Parker, D. A. (2025). Promoting Mathematical Reasoning in OpenSciEd Middle School Curriculum Units. Digital Promise. https://digitalpromise.dspacedirect.org/items/4ea4b3c5-c663-4484-8727-258bff346d2d. doi:10.51388/20.500.12265/281

q2 · i? · causal · r2

Observational analysis of the same 43 lesson enactments found CoV was addressed in all observed lessons but at differing trajectory levels — "12% of lessons engaging students at the Existence level, 55% at the Direction level, and 33% at the Amount/Rate level" — varying widely by lesson.

"Teachers addressed CoV in 100% of the observed lessons, with 12% of lessons engaging students at the Existence level, 55% at the Direction level, and 33% at the Amount/Rate level."

Discussion¶

Related Claims¶

• Delayed Treatment teachers more frequently simplified GC/CoV-lean lessons in ways that removed opportunities for figuring out, while Treatment teachers added graphing-skill opportunities — related
• Many teachers' knowledge of students' GC and CoV increased in sophistication over the school year, and teachers reported the professional learning and just-in-time supports were helpful — related
• Teachers varied in Data Routine enactment, with Sensemaking about the Data least common, and sensemaking activities were strongly associated with open-ended questioning — related
• Treatment-group students increased significantly more than Delayed Treatment students on math-in-science-context tasks from pretest to midtest and pretest to posttest — related
• Observed classroom implementation promoted science practices and core ideas, with Observing and Describing most frequent and coverage varying by unit — related
• Video analysis showed teachers enacted the same MDP in different ways and situations, while perceiving barriers to consistent implementation — related