Ninth grade algebra students solve verbally presented problems better than symbolically presented problems¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q3
Currency · newest study 2001 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students who completed a year of formal algebra instruction performed significantly better on verbally presented problems than on symbolic equations, in both samples. → Nathan 2001

Evidence¶

Nathan 2001¶

Nathan, M. J., Koedinger, K. R., & Alibali, M. W. (2001). Expert Blind Spot: When Content Knowledge Eclipses Pedagogical Content Knowledge. Proceeding of the Third International Conference on Cognitive Science. https://www.google.com/search?q=%22Expert+Blind+Spot%22+Nathan+Koedinger+Alibali

q3 · i? · theoretical · r3

Research on problem-solving performance of ninth grade students in two samples (n1 = 76, n2 = 171) who had completed a year of formal algebra instruction. The article reports "statistically significant advantages for verbal problems in both samples (p < .01)"; no effect size is printed.

"Students’ performance on equations is less than 30%, while verbal problems are solved correctly over 50% of the time, leading to statistically significant advantages for verbal problems in both samples (p < .01)."

Discussion¶

Related Claims¶

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