The most prominent errors in mathematical representation for both REACT and traditionally taught students occur on the symbolic representation indicator (solving problems involving arithmetic symbols)¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Error rates on the arithmetic-symbols indicator were 47.83% for REACT students and 91.67% for traditionally taught students, the highest error percentage on any indicator in both groups. → Sari 2018

Evidence¶

Sari 2018¶

Sari, D.P., Darhim, & Rosjanuardi, R. (2018). Errors of students learning with REACT strategy in solving the problems of mathematical representation ability. Journal on Mathematics Education, 9(1), 121-128. https://eric.ed.gov/?id=EJ1173659

q2 · i? · causal · r1

Posttest error analysis of 47 eighth-grade students in a quasi-experimental static-group comparison (REACT class of 23, traditional class of 24). Item 3 concerned the surface area of a pyramid; the printed error percentages were "47.83%" (REACT) and "91.67%" (traditional).

"Students who experienced error about number 3 who obtained learning with REACT strategy as much as 47.83%, while students who received traditional learning 91.67%."

Discussion¶

Related Claims¶

• The mean percentage of student errors on mathematical representation was lower for REACT-strategy students (21.74%) than for traditionally taught students (47.92%) — a broader claim this one bears on
• Traditionally taught students erred far more than REACT students on the visual representation indicator of making an image of a real-world situation — related
• A volume-formula misconception (writing volume as s × s × s for a cuboid cake) occurred only among traditionally taught students, not REACT students — related