Many teachers' knowledge of students' GC and CoV increased in sophistication over the school year, and teachers reported the professional learning and just-in-time supports were helpful¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In post-interviews teachers were more attentive to how students described relationships between variables and to connections among data, graphs, and claims, rather than variable identification or generic graph descriptions. → McElhaney 2025 q2 i? Teachers reported that just-in-time experiences (mid-year PL workshop, pre-enactment check-in meetings) were helpful to their teaching. → McElhaney 2025 (2)

Evidence¶

McElhaney 2025¶

McElhaney, K. W., Hodkowski, N. M., McMahon, L. H., Jacobs, J., Penuel, W. R., Anton, G., Henson, K., Urban, R., & Parker, D. A. (2025). Promoting Mathematical Reasoning in OpenSciEd Middle School Curriculum Units. Digital Promise. https://digitalpromise.dspacedirect.org/items/4ea4b3c5-c663-4484-8727-258bff346d2d doi:10.51388/20.500.12265/281

q2 · i? · causal · r2

Thematic analysis of pre- and post-year teacher interviews about hypothetical student work found shifts in teachers' perceptions of students' GC and CoV: "teachers were more attentive in the post-interview to the ways that students described relationships between variables."

"teachers were more attentive in the post-interview to the ways that students described relationships between variables and less attentive to whether students merely identified variables as dependent or independent."

McElhaney 2025 (2)¶

McElhaney, K. W., Hodkowski, N. M., McMahon, L. H., Jacobs, J., Penuel, W. R., Anton, G., Henson, K., Urban, R., & Parker, D. A. (2025). Promoting Mathematical Reasoning in OpenSciEd Middle School Curriculum Units. Digital Promise. https://digitalpromise.dspacedirect.org/items/4ea4b3c5-c663-4484-8727-258bff346d2d. doi:10.51388/20.500.12265/281

q2 · i? · causal · r2

Post-PL questionnaires, interviews, and written reflections indicated teachers valued learning connections across GC, CoV, and science content, discussing pedagogy, and the Data Routine, and "reported in interviews and written reflections that the just-in-time experiences (mid-year PL workshop, pre-enactment check-in meetings) were helpful."

"Teachers also reported in interviews and written reflections that the just-in-time experiences (mid-year PL workshop, pre-enactment check-in meetings) were helpful."

Discussion¶

Related Claims¶

• Teachers addressed graph comprehension consistently at high levels across observed lessons, while covariational reasoning enactment varied widely by lesson — related
• Delayed Treatment teachers more frequently simplified GC/CoV-lean lessons in ways that removed opportunities for figuring out, while Treatment teachers added graphing-skill opportunities — related
• Professional learning and other teacher supports are perceived as foundational, addressing root causes of many OpenSciEd practitioner challenges across adoption, enactment, and assessment. — related
• Treatment-group students increased significantly more than Delayed Treatment students on math-in-science-context tasks from pretest to midtest and pretest to posttest — related
• Continuous guided reflection and dialogue about ill-defined dilemmas contributed to increased reflective judgment sophistication in several preservice teachers — related
• Revised post-teaching prompts (RPTAA) advanced candidates' capacity for more sophisticated analysis compared with the original prompts (PTAA) — related
• Video analysis showed teachers enacted the same MDP in different ways and situations, while perceiving barriers to consistent implementation — related
• Teachers reported increased motivation knowledge and feasible, impactful MDP implementation after M-PLANS professional learning — related