Using more representations of mathematical ideas is associated with increased student math achievement¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2013 · checked against its sources 2026-10-20 (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.
q2 i? Increased student achievement was associated with teachers using more representations of mathematical ideas. → Douglas H. Clements 2013
Evidence¶
Douglas H. Clements 2013¶
Douglas H. Clements, Roberto Agodini, Barbara Harris. (2013). Instructional Practices and Student Math Achievement: Correlations from a Study of Math Curricula (Issue Brief). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee/
q2 · i? · associational · r?
Correlational result from the math curricula study listed among practices consistent with previous research; the brief reports "using more representations of mathematical ideas" as associated with increased achievement. No effect size is printed.
"using more representations of mathematical ideas, asking the class if it agrees with a student's answer"
Discussion¶
Related Claims¶
- Multiple representations improve learning — the general claim this finding bears on, with the studies behind it
- Asking the class to agree with a student's answer and directing students to help one another are associated with higher math achievement — related
- The study analyzed data from classrooms using math curricula to correlate instructional practices with student achievement, and its technical appendix documents the data, curricula, and methods. — related
- Manipulatives Improve Math Learning — related
- A systematic review argues that concrete materials aid mathematics and science learning when they are explicitly and gradually connected to the abstract symbols they represent — related
- Teachers dedicating more time to whole-class instruction is associated with increased student math achievement — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
more-representations-mathematical-ideas-higher-achievement |
title |
Using more representations of mathematical ideas is associated with increased student math achievement |
description |
Using more representations of mathematical ideas is associated with increased student math achievement |
status |
review |
evidence_strength |
weak |
newest_evidence |
2013 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — douglas-h-clements-2013 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.