Solving only 'a + b – b' inversion problems replicates increased self-reported associativity shortcut use in a new sample¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In Study 2, solving 20 'a + b – b' inversion problems increased self-reported associativity shortcut use compared with a two-term arithmetic control (phi = 0.30), replicating Study 1 with a different student population. → Joanne Eaves 2018

Evidence¶

Joanne Eaves 2018¶

Joanne Eaves, Nina Attridge, Camilla Gilmore. (2018). Increasing the use of conceptually-derived strategies in arithmetic: using inversion problems to promote the use of associativity shortcuts. Learning and Instruction. https://figshare.com/s/230ee9491e0b67d9d3f3

q3 · i? · causal · r2

Pre-registered between-subjects classroom experiment with 52 undergraduates on a management statistics course. All 20 intervention problems were 'a + b – b' format. Chi-square showed "more shortcut users in the inversion condition" (phi = 0.30); Bayesian BF10 = 2.96 (anecdotal); no other effect size printed.

"A chi-square test found that the frequencies of users to non-users was significantly different between the two conditions, X2(1, N = 51) = 4.46, p = 0.035, phi = 0.30, with more shortcut users in the inversion condition."

Discussion¶

Learner Variables¶

• Problem Solving — outcome: instruction changes it

Related Claims¶

• Solving inversion problems increases adults' self-reported use of associativity shortcuts on three-term problems — a broader claim this one bears on
• Inversion intervention did not significantly increase problems solved or attempted on a timed problem-solving measure — related
• Self-reported shortcut users solve substantially more conducive problems than non-users, validating the problem-solving measure — related