The mean percentage of student errors on mathematical representation was lower for REACT-strategy students (21.74%) than for traditionally taught students (47.92%)¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across the representation indicators, the REACT group's mean error percentage was 21.74% versus 47.92% for the traditional group. → Sari 2018

Evidence¶

Sari 2018¶

Sari, D.P., Darhim, & Rosjanuardi, R. (2018). Errors of students learning with REACT strategy in solving the problems of mathematical representation ability. Journal on Mathematics Education, 9(1), 121-128. https://eric.ed.gov/?id=EJ1173659

q2 · i? · causal · r1

Posttest error recapitulation (Table 1) from the quasi-experimental static-group comparison of 47 eighth-grade students. The article also reports the REACT group's maximum and minimum posttest scores were higher than the traditional group's.

"The mean percentage of student error in solving problems of mathematical representation in students who obtained learning with REACT strategy (21.74%) was lower than students who obtained traditional learning (47.92%)."

Discussion¶

Related Claims¶

• The most prominent errors in mathematical representation for both REACT and traditionally taught students occur on the symbolic representation indicator (solving problems involving arithmetic symbols) — a narrower finding that bears on this claim
• Traditionally taught students erred far more than REACT students on the visual representation indicator of making an image of a real-world situation — a narrower finding that bears on this claim
• A volume-formula misconception (writing volume as s × s × s for a cuboid cake) occurred only among traditionally taught students, not REACT students — a narrower finding that bears on this claim