Simultaneous and sequential instruction produce no immediate differences in solving basic or generalization math equivalence problems¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? At immediate test on basic problems, there were no significant differences among the three conditions. → Congdon Eliza L. 2017 q3 i? At immediate test on generalization problems, there were no significant differences among the three conditions. → Congdon Eliza L. 2017 (2)

Evidence¶

Congdon Eliza L. 2017¶

Congdon Eliza L., Novack Miriam A., Brooks Neon, Hemani-Lopez Naureen, O'Keefe Lucy, Goldin-Meadow Susan. (2017). Better together: Simultaneous presentation of speech and gesture in math instruction supports generalization and retention. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2017.03.005

q3 · i? · causal · r2

Immediate posttest of the randomized experiment (72 children, 24 per condition) on six basic problems after instruction with experimenter feedback; no significant condition effect. Equivalence between conditions was not tested.

"A mixed-effects binomial regression with condition as a fixed effect and participant as a random effect showed no significant differences in performance at immediate test among any of the three conditions (Main effect of condition: χ2 (2) = 0.95, p = .62;"

Congdon Eliza L. 2017 (2)¶

Congdon Eliza L., Novack Miriam A., Brooks Neon, Hemani-Lopez Naureen, O'Keefe Lucy, Goldin-Meadow Susan. (2017). Better together: Simultaneous presentation of speech and gesture in math instruction supports generalization and retention. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2017.03.005

q3 · i? · causal · r2

Immediate generalization test (five novel-format problems) in the same experiment; no significant condition effect. The authors interpret this as showing all groups initially comprehended the lesson.

"A regression model predicting the probability of a correct answer by condition with participant as a random effect showed no significant differences performance on novel problem types at immediate test among the three conditions (Main effect of condition: χ2 (2) = 2.03, p = .36;"

Discussion¶

Learner Variables¶

• Problem Solving — outcome: instruction changes it

Related Claims¶

• Performance trajectories diverge over time: the simultaneous condition improves after instruction while sequential conditions hold or decline — related
• Simultaneous speech-and-gesture instruction increases children's spoken use of the conceptual Equalizer strategy, which post-hoc mediates lasting learning — related
• Using two modalities per se does not drive the benefit: sequential speech-then-gesture instruction performed no better than speech-only instruction — related
• Third graders taught with simultaneous speech and gesture retain math equivalence problems better at a one-day delay than children taught the same strategies sequentially — related
• The simultaneous speech-and-gesture advantage on math equivalence persists at a four-week delay on both basic and generalization problems — related