In the three-tiered comparison subgroup, the experimental section showed a large effect on written explanation of mathematics, the only measure reaching significance¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i3large
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.
q3 i3 The explanation measure showed a significant difference between sections with Cohen's d = 1.14, a large effect. → Cappetta 2013
Evidence¶
Cappetta 2013¶
Cappetta, R.W., and Zollman, A. (2013). Agents of Change in Promoting Reflective Abstraction: A Quasi-Experimental Study on Limits in College Calculus. REDIMAT – Journal of Research in Mathematics Education, 2(3), 343-357. https://doi.org/10.4471/redimat.2013.35
q3 · i3 · causal · r2
One-sided t-test on the explanation measure for the twelve-student three-tiered comparison subgroup (six per section), re-scored on the five-point extended response rubric. Means were 44.33 (experimental) versus 35.50 (traditional).
"A significant difference was identified for the explanation measure, t (10) = 1.98, p = .04. Cohen's d = 1.14 indicating a large effect."
Discussion¶
Related Claims¶
- First-semester calculus students in an experimental reflective-abstraction section outperformed a matched traditional section on a posttest of limits — related
- In the three-tiered subgroup, mathematical knowledge and strategic knowledge showed medium effects that did not reach significance — related
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