Teacher viewpoints on visuals in the revised and original CMP2 curriculum were generally in line with theory and empirical evidence for the instructional design principles¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Control teachers recognized benefits of existing color coding, labeling, and spatial contiguity, and treatment teachers recognized these items had improved in the revised books, which the authors take as support for these techniques in mathematics curriculum. → Clinton 2015

Evidence¶

Clinton 2015¶

Clinton, V. & Cooper, J.L. (2015, April). Teacher Viewpoints of Instructional Design Principles for Visuals in a Middle School Math Curriculum. Paper presented at the Annual Meeting of the American Educational Research Association Annual Meeting, Chicago, IL. https://eric.ed.gov/?id=ED574965

q2 · i? · causal · r1

Authors' synthesis of the survey findings reported in Figures 1 and 2 from the RCT teacher survey. This is the article's interpretive conclusion in the Significance section, not a new statistical test; no effect size is printed.

"Control teachers recognized the benefits of the existing color coding, labeling, and spatial contiguity, and the treatment teachers were able to recognize that all of these items had improved in the revised books."

Discussion¶

Related Claims¶

• Control teachers held generally favorable viewpoints toward the visuals in the original CMP2 books, including math-irrelevant visuals — related
• Treatment teachers generally liked the revisions to CMP2 visuals, especially increased color coding and labeling, and liked the revisions at least as much as control teachers liked the originals — related
• Both control and treatment teachers believed labeling benefits learning, disagreed that color coding made lessons too easy, and believed pictures help ELL students — related
• Treatment teachers viewed math-irrelevant visuals less favorably than control teachers, suggesting use of the revised curriculum and PD shifted views — related
• Split Attention Effect Degrades Learning — a broader claim this one bears on