Students' mathematical representation ability differs by self-efficacy level, with high self-efficacy students scoring highest¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 2018 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person
Design limits · Supandi 2018: groups were assigned but students were analysed as independent (read from the study by two models, 2026-11-01)
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? Mathematical representation ability differs significantly among high, moderate and low self-efficacy students, with each higher level outscoring the next (marginal means 78.14, 69.29, 62.86). → Supandi 2018
Evidence¶
Supandi 2018¶
Supandi, S., Waluya, B., Rochmad, R., Suyitno, H., & Dewi, K. (2018). Think-Talk-Write Model for Improving Students' Abilities in Mathematical Representation. International Journal of Instruction, 11(3), 77-90. https://doi.org/10.12973/iji.2018.1136a
q3 · i? · causal · r1
Same 2x3 factorial quasi-experiment; ANOVA for self-efficacy gave Fcount 24.56 (Ftable 3.16) and Scheffe tests rejected all pairwise nulls (Fcount 18.38, 50.04, 10.93). Marginal means were "78.14 (B.1) 69.29 (B.2) 62.86 (B.3)". No effect size is printed.
"Furthermore, a comparison of the mean groups showed that the average marginal effect for B1 was greater than that for B2."
Discussion¶
Learner Variables¶
- Motivation — predictor: learners who differ on it differ in outcomes
- Self-Efficacy — predictor: learners who differ on it differ in outcomes
Related Claims¶
- The think-talk-write advantage over expository teaching holds at every self-efficacy level and is largest among low self-efficacy students — related
- Learning strategy and self-efficacy interact in their effect on mathematical representation ability — related
- Eighth-grade geometry students taught with the think-talk-write strategy show higher mathematical representation ability than students taught with the expository strategy — related
- During classroom observation, think-talk-write students appeared more enthusiastic and confident in mathematics than expository-taught students — related
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