Teachers' operational knowledge and non-traditional textbook practice format do not relate to students' equivalence understanding¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 Neither teachers' operational knowledge nor non-traditional practice in textbooks related to overall equivalence at the class level. → Şimşek 2021

Evidence¶

Şimşek 2021¶

Şimşek, E., Xenidou-Dervou, I., Hunter, J., Gillon Dowens, M., Pang, J., Lee, Y., McNeil, N., Kirkland, P., & Jones, I. (2021). Factors Associated with Children's Understanding of Mathematical Equivalence: An Investigation across Six Countries. https://figshare.com/s/78625a6b0061200db6b7

q3 · i? · associational · r2

Multilevel SEM (Model 1) found no significant relation between teachers' operational knowledge and overall equivalence, nor between non-traditional textbook practice and overall equivalence. No effect sizes printed for these null paths.

"At the class level, we found a significant positive relation between overall equivalence and teachers' relational knowledge, whereas neither teachers' operational knowledge nor non-traditional practice in textbooks related to overall equivalence."

Discussion¶

Related Claims¶

• The relation between teacher knowledge and equivalence understanding is not moderated by country — related
• Teachers' knowledge of students' relational strategies relates to class-level understanding of equivalence across six countries — reports the opposite
• The negative correlation between non-traditional textbook practice and equivalence understanding disappears in non-mandatory textbook countries — related