Learning model and students' early mathematical ability (KAM) interact in increasing mathematical problem-solving ability¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? There is a significant combined effect of the learning factor and KAM on the increase in students' mathematical problem-solving ability. → Surya 2017

Evidence¶

Surya 2017¶

Surya, E., Putri, F.A., & Mukhtar. (2017). Improving Mathematical Problem-Solving Ability and Self-Confidence of High School Students through Contextual Learning Model. Journal on Mathematics Education, 8(1), 85-94. https://jme.ejournal.ums.ac.id/index.php/jme

q2 · i? · causal · r1

Two-way ANOVA interaction test (learning × KAM) on N-gain of problem-solving ability in the same quasi-experiment; the article reports a significant combined effect, illustrated in Figure 2. No interaction effect size is printed.

"Test results on the F count shows that there are significant combined effect between the factors of learning with KAM to increase students' mathematical problem-solving ability, as can be seen in Figure 2."

Discussion¶

Learner Variables¶

• Algebraic Thinking — moderator: an instructional effect differs with it
• Problem Solving — outcome: instruction changes it

Related Claims¶

• Grade VIII students taught with a contextual learning model show higher increases in mathematical problem-solving ability than students taught with expository learning — related
• Grade VIII students taught with a contextual learning model show higher increases in self-confidence than students taught with expository learning — related
• Learning model and students' early mathematical ability (KAM) interact in increasing self-confidence — related
• Algebra ability level differences appear on both criteria with no treatment-by-ability interaction — reports the opposite
• Overall, students receiving soft skill-based metacognitive learning show significantly higher enhancement of mathematical problem solving ability than students receiving conventional learning — related
• The benefit of worked examples over problem-solving increases with decreasing shifting ability, reproducing Schwaighofer et al. (2016) — related