Open problems improve mathematical problem-solving ability more than closed problems¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2018 · 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? Open problems improve mathematical problem-solving ability more than closed problems. → Parwati et al. 2018
Evidence¶
Parwati et al. 2018¶
Ni Nyoman Parwati, I Gusti Putu Sudiarta, I Made Mariawan, I Wayan Widiana. (2018). LOCAL WISDOM-ORIENTED PROBLEM-SOLVING LEARNING MODEL TO IMPROVE MATHEMATICAL PROBLEM-SOLVING ABILITY. Journal of Technology and Science Education, 8(4), 310-320. https://doi.org/10.3926/jotse.401
q3 · i? · causal · r2
Same factorial 2x2 ANCOVA on 152 fifth-grade students; the problem-type factor was significant (F = 2763.829, p < .001).
"the learning model and the type of problem are influence and contribute significantly to the students' mathematical problem-solving abilities."
Discussion¶
Learner Variables¶
- Problem Solving — outcome: instruction changes it
Related Claims¶
- PSBLW with open problems yields the highest posttest scores — related
- PSBLW improves mathematical problem-solving ability more than direct instruction — related
- Innovative learning is more effective than conventional learning for junior high school students' mathematical problem-solving ability (summary effect 0.95, 95% CI 0.71–1.19) — related
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