Extremely low school scores suggest progress in geometry is nearly impossible until the fundamental abilities are developed¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 1925 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? If the abilities tested are essential to success in geometry, the extremely low scores in some schools indicate progress there is almost impossible until the abilities are further developed, while other schools' achievement shows fair development is possible during the first two books. → Minnick 1925

Evidence¶

Minnick 1925¶

Minnick, J. H. (1925). Certain abilities fundamental to the study of geometry. The Journal of Educational Psychology. https://eric.ed.gov/?q=Certain+Abilities+Fundamental+to+the+Study+of+Geometry

q2 · i? · associational · r1

Authors' interpretation of the school-median comparisons in Tables V and VI, conditional on the abilities being essential to success in geometry. The article offers no direct evidence linking the scores to later progress; it is a reasoned assertion.

"If the abilities tested are essential to success in the study of geometry, then the results indicate that progress is almost impossible in some of the schools until these abilities have been further developed."

Discussion¶

Related Claims¶

• Schools vary widely in how effectively they develop the four fundamental abilities — related
• Teachers' marks often correlate so weakly with the four abilities that heavy instructional time on them may be hard to justify in some schools — related
• Teachers' geometry marks usually bear a positive relation to the four fundamental abilities — related