The intervention produced no significant group differences on distal problem-solving measures, as the authors predicted because problem solving was not directly taught¶
Claim · All claims
Evidence · 1 study · causalr2·q3
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.
q3 i? There were no statistically significant differences between treatment and comparison groups on TEMI-O Problem Solving (p = .99; g* = -.05) or SAT-10 Mathematics Problem Solving (p = .32; g* = .07). → Bryant 2011
Evidence¶
Bryant 2011¶
Bryant, D. P., Bryant, B. R., Roberts, G., Vaughn, S., Pfannenstiel, K. H., Porterfield, J., & Gersten, R. (2011). Early numeracy intervention program for first-grade students with mathematics difficulties. Exceptional Children, 78(1), 7-23. https://eric.ed.gov/?id=ED577119
q3 · i? · causal · r2
ANCOVA of the distal problem-solving subtests in the randomized pretest-posttest design. The article reports no statistically significant differences on either problem-solving subtest; the printed g* values (-.05 and .07) are negligible, and equivalence was not tested.
"There were no statistically significant differences on TEMI-O Problem Solving {p = .99; g" = -.05) or on the SAT-10 Mathematics Problem Solving subtest [p = .32; g* = .07)."
Discussion¶
Learner Variables¶
- Problem Solving — outcome: instruction changes it
Related Claims¶
- SBI shows no treatment effects on the Process and Applications subtest of the GMADE — related
- Treatment students significantly outperformed comparison students on TEMI-O Mathematics Computation (g* = .44), with a marginal, non-significant-after-adjustment effect on SAT-10 Mathematics Procedures (g* = .23) — related
- The intervention produced significant effects on the Addition/Subtraction Combinations, Place Value, and Number Sequences subtests but not on Magnitude Comparisons — related
- First-graders with mathematics difficulties receiving the Tier 2 early numeracy intervention outperformed comparison students on the aligned TEMI-PM Total Score progress-monitoring measure (g* = .50) — related
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