No significant differences exist among contextual, conceptual, and combined contextual/conceptual rewording in reducing student errors¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Paired comparisons among the three rewording types showed no significant differences in effect on problem scores. → Majid Haghverdi and Lynda R. Wiest 2016

Evidence¶

Majid Haghverdi and Lynda R. Wiest 2016¶

Majid Haghverdi and Lynda R. Wiest. (2016). The Effect of Contextual and Conceptual Rewording on Mathematical Problem-Solving Performance. The Mathematics Educator, 25(1), 56–73. https://eric.ed.gov/?id=EJ1110640

q3 · i? · causal · r2

Post-hoc Tukey's HSD compared the six pairs of the four groups (Table 3). Pairs among rewording types (AB, AC, BC) had mean differences .50, .10, and .60 with p values .495, .992, and .332 — none significant; only pairs involving the control group (D) were significant.

"However, paired comparisons among the three types of problem rewordings showed no significance differences in their effect on problem scores, meaning that no one type of reworded problem demonstrated an advantage over the others in reducing student errors."

Discussion¶

Related Claims¶

• Rewording word problems (contextual, conceptual, or combined) significantly reduces seventh-grade students' problem-solving errors compared with a control group — a broader claim this one bears on
• Minor rewording of structurally identical change problems raises children's success from 36% to 55% — related