MACE participation increased students' use of daily (tier 1) geometrical words, but not academic (tier 2) geometrical words, which decreased in all conditions¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Class differences in growth of daily geometrical words in the GAT were explained by MACE lesson series participation, but academic geometrical word use was not affected and declined over time. → Eveline M. Schoevers & Paul P. M. Leseman & Evelyn H. Kroesbergen 2019
Evidence¶
Eveline M. Schoevers & Paul P. M. Leseman & Evelyn H. Kroesbergen 2019¶
Eveline M. Schoevers & Paul P. M. Leseman & Evelyn H. Kroesbergen. (2019). Enriching Mathematics Education with Visual Arts: Effects on Elementary School Students' Ability in Geometry and Visual Arts. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-019-10018-z
q3 · i? · causal · r2
Multilevel analysis of geometrical vocabulary ratios in the GAT open questions. MACE lesson series participation explained class differences in tier 1 word growth; for tier 2 academic words neither condition explained differences (t(94) = 0.36, p = 0.72), and their proportion decreased at posttest in all conditions.
"With regard to the daily geometrical words (tier1), the difference could be explained by the participation in the MACE program (t(94) = 2.60,p < 0.05), but not by participation in the MACE PD program (t(94) =− 1.42,p = 0.16)."
Discussion¶
Learner Variables¶
- Vocabulary — outcome: instruction changes it
Related Claims¶
- Students' ability to understand and explain geometric phenomena improved in all conditions, with no difference between MACE and regular geometry lessons — related
- Students' geometrical creative thinking improved in all conditions, with no difference between MACE and regular geometry lessons — related
- Teacher participation in the MACE professional development program added no measurable effect on any student outcome — related
- Task-essentialness and productive use of new words in goal-directed activity may positively affect vocabulary learning and retention — related
- Students who received the MACE lesson series improved more than comparison students in describing the geometrical aspects space, space suggestion, and composition in a visual artwork — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
mace-daily-geometrical-words-effect |
title |
MACE participation increased students' use of daily (tier 1) geometrical words, but not academic (tier 2) geometrical words, which decreased in all conditions |
description |
MACE participation increased students' use of daily (tier 1) geometrical words, but not academic (tier 2) geometrical words, which decreased in all conditions |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — eveline-m-schoevers-paul-p-m-leseman-evelyn-h-kroesbergen-2019 |
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