Teachers' knowledge of students' relational strategies relates to class-level understanding of equivalence across six countries¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? At the class level, teachers' relational knowledge has a significant positive relation with overall equivalence. → Şimşek 2021

Evidence¶

Şimşek 2021¶

Şimşek, E., Xenidou-Dervou, I., Hunter, J., Gillon Dowens, M., Pang, J., Lee, Y., McNeil, N., Kirkland, P., & Jones, I. (2021). Factors Associated with Children's Understanding of Mathematical Equivalence: An Investigation across Six Countries. https://figshare.com/s/78625a6b0061200db6b7

q3 · i? · associational · r2

Multilevel SEM (Model 1) with 108 teachers' classes nested across six countries found a significant positive class-level relation between teachers' relational knowledge and overall equivalence. No effect size printed; the model fit was adequate (CFI = .947).

"At the class level, we found a significant positive relation between overall equivalence and teachers' relational knowledge, whereas neither teachers' operational knowledge nor non-traditional practice in textbooks related to overall equivalence."

Discussion¶

Related Claims¶

• The relation between teacher knowledge and equivalence understanding is not moderated by country — related
• Teachers' operational knowledge and non-traditional textbook practice format do not relate to students' equivalence understanding — reports the opposite
• Classrooms in China, South Korea and the US scored higher on overall equivalence than England; New Zealand lower; Turkey did not differ — related