Student interviews indicate the formatted plan demanded more work and time, with mixed perceptions of step helpfulness¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q1
Currency · newest study 1994 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Males in the unformatted-to-formatted sequence reported the formatted test required more work, thinking, or time; three of four felt they did better because the steps required more thinking or validated each other. → Zambo 1994 q1 i? Females reported listing the facts and drawing the diagram were helpful steps, and one female tried to duplicate the plan's steps on the unformatted test. → Zambo 1994 (2)

Evidence¶

Zambo 1994¶

Zambo, Ron; Hess, Robert. (1994). The Gender Differential Effects of a Procedural Plan for Solving Mathematical Word Problems. ERIC. https://eric.ed.gov/?id=ED375005

q1 · i? · the article prints no effect size for this finding · causal · r1

Qualitative analysis of post-test interviews (N=12, two students per class); males tested unformatted-to-formatted (N=4) reported the format demanded more effort, though one thought the steps were confusing.

"All four commented that the formatted test required more work, more thinking, or a longer amount of time. Three of those four felt that they did better on the formatted tests because the steps of the problem solving plan required them to think more about the problem"

Zambo 1994 (2)¶

Zambo, Ron; Hess, Robert. (1994). The Gender Differential Effects of a Procedural Plan for Solving Mathematical Word Problems. ERIC. https://eric.ed.gov/?id=ED375005

q1 · i? · the article prints no effect size for this finding · causal · r1

From the same interview set, females in the unformatted-to-formatted sequence (N=2) named listing facts and diagram drawing as helpful; both reported only computing and answering on the unformatted test.

"When a. ked if the steps were of any help for solving the problem, they both said that listing the facts was helpful and one said that drawing the diagram helped."

Discussion¶

Related Claims¶

• In one word-problem study, females gained significantly when the formatted procedural plan came after an unformatted test, and scored lower when the formatted test came first — related
• No significant gender difference in word-problem performance on either formatted or unformatted test forms — related
• Identical representational designs produced wide individual variation in what felt helpful versus overwhelming (representational fit) — related
• Sixth graders scored significantly higher on posttests that included the seven-step problem-solving plan than on unformatted posttests — related