Teachers who made productive adaptations were more likely to consider learning progressions and adapt lessons to below-grade-level content¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Productive adapters were more likely to consider learning progressions and to adapt lessons to below-grade-level content. → Riley Stone 2024

Evidence¶

Riley Stone 2024¶

Riley Stone, Doug Van Dine, Jose Aguayo. (2024). Mathematical Learning Progressions: A Study of Teachers’ Content Adaptations and Alignment with Mathematical Learning Progressions. Bill & Melinda Gates Foundation. https://www.mathematica.org/publications/mathematical-learning-progressions-a-study-of-teachers-content-adaptations-and-alignment

q2 · i? · associational · r?

Key finding contrasting productive adapters: they "were more likely to consider learning progressions and adapt lessons to below-grade-level content." Reported from the study's mixed-methods analysis; no effect size printed.

"Teachers who made productive adaptations were more likely to consider learning progressions and adapt lessons to below-grade-level content."

Discussion¶

Related Claims¶

• Teachers who made nonproductive adaptations were more likely to adapt lessons to on-grade-level content while delivering the lesson — related
• Middle school math teachers are more likely to make productive than nonproductive adaptations to curricula — related
• In Layers, Context-Centered-mindset participants drew on students' communities and home lives while Context-Neutral-mindset participants adapted content without students' out-of-school experiences — related