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¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Treatment teachers added GC/CoV opportunities in GC/CoV-lean units, reporting students became more confident and quicker with graph comprehension. → McElhaney 2025

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

Instructional-log analysis showed Treatment teachers' spring modifications to GC/CoV-lean units "added opportunities for students to engage in GC- or CoV-related skills," continuing the mathematics emphasis from the GC/CoV-rich units; teachers reported students were becoming more confident with GC.

"Treatment teachers described modifications to the GC/CoV-lean units in the spring that added opportunities for students to engage in GC- or CoV-related skills."

Discussion¶

Related Claims¶

• Teachers addressed graph comprehension consistently at high levels across observed lessons, while covariational reasoning enactment varied widely by lesson — 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
• 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
• Video analysis showed teachers enacted the same MDP in different ways and situations, while perceiving barriers to consistent implementation — related
• Teachers reported student gains in motivation and confidence to engage in literacy and mathematics learning activities — related
• Nearly all teachers implemented the TEC Summer Learning Program as planned despite wide variation in program conditions — related
• Teachers reported increased motivation and confidence leading groups and new instructional strategies from using the TEC curriculum — related