Modified Moore learning approach and conventional teaching produced no significant difference in undergraduate mathematical understanding or proving ability in advanced abstract algebra¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2011 · 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.
q2 i? There was no difference between MLA and conventional classes in mathematical understanding ability (F = 0.548, Sig. 0.462) or mathematical proving ability (F = 0.086, Sig. 0.771). → Maya and Sumarmo 2011
q2 i? Within low and medium prior-ability subgroups there were likewise no differences between the two classes on either ability. → 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
Post-test experimental control group study of 56 undergraduates in Advanced Structure Algebra; two path ANOVA on understanding and proving test scores. MUA means were 65.65 (MLA) vs 68.77 (CNV); MPA 56.35 vs 55.17; both null hypotheses accepted. Equivalence was not tested.
"However according to the result of two path ANOVA in Table 3 , there was no difference between students’ MUA of MLA class and of CNV class. Similar findings of students’ MPA namely there was no difference of students’ MPA as well"
Discussion¶
Related Claims¶
- More MLA students reached medium/high understanding scores while conventional students did so more often on proving scores — 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
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