In the three-tiered subgroup, mathematical knowledge and strategic knowledge showed medium effects that did not reach significance¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i2 medium
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 i2 The mathematical knowledge measure showed no significant difference (t(10) = 1.10, p = .15) with Cohen's d = .635. → Cappetta 2013 q3 i2 The strategic knowledge measure showed no significant difference (t(10) = 1.31, p = .11) with Cohen's d = .756. → Cappetta 2013 (2)

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 · i2 · causal · r2

One-sided t-test on the mathematical knowledge measure for the twelve-student three-tiered comparison subgroup scored on the extended response rubric; the difference was not significant at p < .05 despite a medium effect size.

"No significant difference was identified for the mathematical knowledge measure, t (10) = 1.10, p = .15. Cohen's d = .635 so there was a medium effect."

Cappetta 2013 (2)¶

q3 · i2 · causal · r2

One-sided t-test on the strategic knowledge measure for the same subgroup; not significant at p < .05, with a medium effect size. The article notes that citing Vernez and Zimmer (2007) these d values would be classified as large in education interventions.

"No significant difference was iden tified for the strategic knowledge measure, t (10) = 1.31, p = .11. Cohen's d = .756 so there was a medium effect."

Discussion¶

In the three-tiered comparison subgroup, the experimental section showed a large effect on written explanation of mathematics, the only measure reaching significance — related

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