The Text + Arithmetic format specifically improved procedural knowledge (executing action sequences to solve problems)¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2009 · 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 i? A significant main effect of representational format on procedural knowledge was found, with Text + Arithmetic outperforming Diagram and Diagram + Arithmetic. → Bas Kolloffel 2009

Evidence¶

Bas Kolloffel 2009¶

Bas Kolloffel, Tessa H. S. Eysink, Ton de Jong, Pascal Wilhelm. (2009). The effects of representational format on learning combinatorics from an interactive computer simulation. Instr Sci 37:503–517. https://doi.org/10.1007/s11251-008-9056-7

q3 · i? · causal · r2

One-way ANOVA on procedural post-test items (solving combinatorial problems) in the five-condition experiment. The article reports "a signiﬁcant main effect of representational format" with F(4,119) = 2.52; no effect size was printed.

"Analysis of procedural knowledge revealed a signiﬁcant main effect of representational format, F(4,119) = 2.52, P\ .05. A post-hoc LSD analysis showed that participants in the Text + Arithmetic condition outperformed participants in the Diagram condition (P\ .01), and participants in the Diagram + Arithmetic condition ( P\ .05)."

Discussion¶

Learner Variables¶

Operations and Place Value — outcome: instruction changes it

Learners working with tree diagrams performed fewer manipulations in the simulations than learners in other conditions — related
Representational format produced no significant differences in conceptual or situational knowledge — related
In inquiry learning of combinatorics, learners given a Text + Arithmetic representation outperformed learners given tree diagrams on total post-test scores — possibly the same claim (merge candidate)
No evidence for a mapping between representational format and enhancement of a specific kind of understanding — reports the opposite
Situational knowledge is fostered by collaboration, tool format, and tool-use, with arithmetical format outperforming textual — related

Page metadata

Field	Value
`type`	`claim`
`id`	`text-arithmetic-improved-procedural-knowledge`
`title`	`The Text + Arithmetic format specifically improved procedural knowledge (executing action sequences to solve problems)`
`description`	`The Text + Arithmetic format specifically improved procedural knowledge (executing action sequences to solve problems)`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2009`
`generated`	by `process:wiki-ingest` on `2026-10-18`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `bas-kolloffel-2009`

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