The relation between teacher knowledge and equivalence understanding is not moderated by country¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? None of the interaction paths between country dummies and teacher knowledge predicted overall equivalence, indicating no moderation by country. → Şimşek 2021

Evidence¶

Şimşek 2021¶

Şimşek, E., Xenidou-Dervou, I., Hunter, J., Gillon Dowens, M., Pang, J., Lee, Y., McNeil, N., Kirkland, P., & Jones, I. (2021). Factors Associated with Children's Understanding of Mathematical Equivalence: An Investigation across Six Countries. https://figshare.com/s/78625a6b0061200db6b7

q3 · i? · associational · r2

Multilevel SEM (Model 2) with interaction terms between country dummies and teachers' operational and relational knowledge. The model fit satisfactorily (CFI = .946) but no moderation paths were significant.

"none of the direct paths from the moderating variables to overall equivalence were significant (Model 2, see Table 7). Thus, we did not find evidence that the relation between teachers' operational knowledge, relational knowledge, and overall equivalence varied across the participating countries."

Discussion¶

Related Claims¶

• Classrooms in China, South Korea and the US scored higher on overall equivalence than England; New Zealand lower; Turkey did not differ — related
• Teachers' operational knowledge and non-traditional textbook practice format do not relate to students' equivalence understanding — related
• Teachers' knowledge of students' relational strategies relates to class-level understanding of equivalence across six countries — related
• The negative correlation between non-traditional textbook practice and equivalence understanding disappears in non-mandatory textbook countries