Descriptively, the experimental group's strongest word problem solving gains from pretest to follow-up appeared for compare problems¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In an exploratory descriptive analysis, compare problems showed the strongest increase in the experimental group from measurement 1 to measurement 3. → Laura Gabler 2024

Evidence¶

Laura Gabler 2024¶

Laura Gabler, Stefan Ufer. (2024). Training flexibility in dealing with additive situations. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2024.101902

q2 · i? · causal · r2

Exploratory descriptive analysis per problem type (Fig. 9), with the two combine items excluded as very easy; no inferential test or effect size is reported, so interpretations are descriptive only.

"Indeed, we observed the descriptively strongest increase in the experimental group for compare problems. From m1 to m3, is increase is descriptively stronger than for the other two problem types in the experimental group, and also stronger than for compare problems in the control group."

Discussion¶

Learner Variables¶

• Problem Solving — outcome: instruction changes it

Related Claims¶

• Training effects on flexibility and word problem solving are delayed, appearing at four-week follow-up but not directly after the training — related
• Training restructuring strategies fosters grade-2 students' flexibility in dealing with additive situations relative to a control group, with stronger growth at follow-up — related
• Training restructuring strategies improves grade-2 students' word problem solving skills at four-week follow-up relative to a control group — a broader claim this one bears on
• Repeated measures ANOVA shows significant time-of-testing effect and significant time-by-group interaction on word-problem scores — related