Strategy conditions do not improve problem-solving performance for children without math difficulties¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? No reliable between-condition effects emerged on problem-solving measures for children without MD. → Swanson 2014

Evidence¶

Swanson 2014¶

Swanson, H. L., Orosco, M. J., & Lussier, C. M. (2014). The Effects of Mathematics Strategy Instruction for Children With Serious Problem-Solving Difficulties. Exceptional Children, 80(2), 149-168. https://eric.ed.gov/?id=EJ1048482

q3 · i? · causal · r2

Tukey follow-up analyses within ability groups after mixed ANCOVA on posttest problem-solving scores in the randomized Grade 3 study. The article reports that "No reliableeffects (allp > .05)eme rged between conditionsforchildren without MD"; no effect size is printed for this null finding.

"No reliableeffects (allp > .05)eme rged between conditionsforchildren without MD"

Discussion¶

Related Claims¶

• Children without MD benefited from strategy conditions on operation span but not on solution or calculation accuracy — related
• Verbal and verbal+visual strategy conditions improve calculation accuracy for both ability groups — related
• Simultaneous and sequential instruction produce no immediate differences in solving basic or generalization math equivalence problems — related
• Combined verbal+visual strategy instruction improves standardized problem-solving accuracy for children with math difficulties — related