Students' ability to understand and explain geometric phenomena improved in all conditions, with no difference between MACE and regular geometry lessons¶
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? GAT scores increased over time in all conditions, but class differences in growth were not explained by the MACE lesson series or the PD program. → 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 the Geometrical Ability Test pre- and posttest in the three-condition quasi-experiment. Scores increased on average: "t(3831) = 18.71, p <0 .001". Growth varied by class but was not explained by either condition.
"Multilevel analyses showed that there was a linear relation between time and students'scores on the GA T, t(3831) = 18.71, p <0 .001."
Discussion¶
Learner Variables¶
- Geometric Reasoning — outcome: instruction changes it
Related Claims¶
- MACE participation increased students' use of daily (tier 1) geometrical words, but not academic (tier 2) geometrical words, which decreased in all conditions — 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
- 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
- The MACE visual arts aspect of shape showed no improvement and no condition effect — related
- Self-explanation effects hold on far-transfer but not near-transfer questions in a geometry classroom study — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
mace-no-gat-advantage |
title |
Students' ability to understand and explain geometric phenomena improved in all conditions, with no difference between MACE and regular geometry lessons |
description |
Students' ability to understand and explain geometric phenomena improved in all conditions, with no difference between MACE and regular geometry lessons |
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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