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¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2019 · checked against its sources 2026-10-17 (automated, 1 of 1 entry) · 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? Students in MACE classes improved more than comparison classes in describing space, space suggestion, and composition in a visual artwork. → 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 pre- and posttest Visual Arts Assignment scores of students in three conditions (MACE lessons + PD, MACE lessons only, regular textbook geometry). Class-level differences in improvement on the VAA aspects were explained by the MACE lesson series: "space, t(94) = 3.66, p < 0.01; space suggestion, t(94) = 2.14, p < 0.05; composition, t(94) = 4.88, p < 0.001".
"These differences between classes could be explained by the MACE lesson series (space, t(94) = 3.66, p < 0.01; space suggestion, t(94) = 2.14, p < 0.05; composition, t(94) = 4.88, p < 0.001)."
Discussion¶
Related Claims¶
- Students' geometrical creative thinking improved in all conditions, with no difference between MACE and regular geometry lessons — related
- Students' ability to understand and explain geometric phenomena improved in all conditions, with no difference between MACE and regular geometry lessons — related
- MACE participation increased students' use of daily (tier 1) geometrical words, but not academic (tier 2) geometrical words, which decreased in all conditions — related
- The MACE visual arts aspect of shape showed no improvement and no condition effect — related
- Teacher participation in the MACE professional development program added no measurable effect on any student outcome — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
mace-improved-geometrical-aspects-visual-artwork |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
source_checked |
2026-10-17 |
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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