Post-test critical thinking differences by early math skill level favor the RME group at every early math skill level¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2013 · 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.
q2 i? Kruskal-Wallis tests showed differences in post-test critical thinking by early math skill level in both learning groups (sig. 0.000), with RME means of 57.20, 64.31 and 76.50 versus conventional means of 50.13, 58.57 and 68.00 for low, medium and high early math skills. → Palinussa 2013
Evidence¶
Palinussa 2013¶
Palinussa, A. L. (2013). Students' Critical Mathematical Thinking Skills and Character: Experiments for Junior High School Students through Realistic Mathematics Education Culture-Based. IndoMS Journal of Mathematics Education, 4(1), 75-94. https://jurnal.ugm.ac.id/jpm
q2 · i? · causal · r2
Because low early-math-skill post-test data were not normally distributed, the article used a Kruskal-Wallis test (Table 3, sig. 0.000), finding differences by early math skill level in both learning groups. RME students with low and medium early math skills reached the medium category.
"The average value of post test critical thinking skills mathematical based on early math skills for RME was 57.2 (low early math skills ), 64.31 (medium early math skills) and 76.50 (high early math skills) and to Conventional Mathematics Education was 50.13 (l ow early math skill ), 58.57 (medium early math skill) and 68.00 ( high early math skill)"
Discussion¶
Learner Variables¶
- Critical Thinking — outcome: instruction changes it
Related Claims¶
- Junior high students taught with culture-based RME achieve higher post-test critical mathematical thinking scores than students taught with conventional mathematics education — a broader claim this one bears on
- Students taught with culture-based RME show better character than students taught with conventional mathematics education — related
- The gain (enhancement) in critical mathematical thinking skills is larger under culture-based RME than under conventional education — related
- Culture-based RME outperforms school level: low-school RME students outperformed medium-school conventional students in achievement and gain — related
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