More MLA students reached medium/high understanding scores while conventional students did so more often on proving scores¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? 73% of MLA students obtained medium and high scores on mathematical understanding versus 66.6% in the conventional class. → Maya and Sumarmo 2011 q2 i? On proving ability the pattern reversed: 43.3% of CNV students obtained medium and high scores versus fewer in the MLA class. → Maya and Sumarmo 2011

Evidence¶

Maya and Sumarmo 2011¶

Rippi Maya, Utari Sumarmo. (2011). Mathematical Understanding and Proving Abilities: Experiment With Undergraduate Student By Using Modified Moore Learning Approach. IndoMS. J.M.E, Vol. 2 No. 2, pp. 231-250. https://eric.ed.gov/?id=EJ1078509

q2 · i? · causal · r1

Score-classification analysis (Table 6) of the 56-student experiment. The authors interpret that MLA was little more effective on MUA while CNV was little more effective on MPA; these are descriptive percentages with no test reported.

"number of students who obtain medium and hig scores on MLA class (73 %) was higher than those number students in CNV class (66,6%). However on students’ MPA, number of students who obtained medium and high scores on CNV (43,3%) was higher than those number of students in MLA class"

Discussion¶

Related Claims¶

• Modified Moore learning approach and conventional teaching produced no significant difference in undergraduate mathematical understanding or proving ability in advanced abstract algebra — reports the opposite
• Mathematical understanding ability and proving ability were fairly strongly associated — related
• Proof construction was more difficult than mathematical understanding tasks, with students showing seven recurring proof difficulties — related
• Students held positive dispositions toward the modified Moore approach, but low prior-ability students disliked it and struggled — related