Support for mathematical discourse was increased by the intervention but was not significantly associated with post-treatment mathematics achievement for either group¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i0 negligible
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 The path from support for mathematical discourse to achievement was non-significant for both non-African American (b = −0.11, p = .24) and African American (b = 0.16, p = .13) students, and mediation was non-significant for both groups. → Schenke 2017

Evidence¶

Schenke 2017¶

Schenke, K., Nguyen, T., Watts, T. W., Sarama, J. H., & Clements, D. H. (2017). Differential effects of the classroom on African American and non-African American’s mathematics achievement. Journal of Educational Psychology, 109(6), 794–811. https://doi.org/10.1037/edu0000165

q3 · i0 · causal · r2

Multigroup multilevel mediation model for support for mathematical discourse in the TRIAD RCT: treatment raised ratings (0.22 points, p = .01), but the achievement paths were "not statistically significant for both groups" and bootstrap mediation tests were non-significant.

"The path from support for mathematical discourse to post-treatment mathematics achievement was not statistically significant for both groups (b = −0.11, p = .24; b = 0.16, p = .13, for non-African American and African American students, respectively)."

Discussion¶

Related Claims¶

• Observed teacher expectations and developmental appropriateness were more strongly associated with mathematics achievement for African American than non-African American preschoolers — related
• Mediation of the intervention's effect via teacher expectations approached significance only for African American students — related
• Baseline correlations: teacher confidence and enthusiasm and expectations dimensions correlated with posttest achievement, but support for mathematical discourse did not — related