The negative correlation between non-traditional textbook practice and equivalence understanding disappears in non-mandatory textbook countries¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In an exploratory analysis restricted to non-mandatory textbook countries, the correlation between non-traditional practice and overall equivalence was no longer significant. → 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

q2 · i? · associational · r2

Exploratory correlation analysis using data from England, New Zealand and the US only. The article reports r = .024, p = .870, suggesting the initial negative correlation stemmed from lack of variance in mandatory-textbook countries.

"After the exclusion of the mandatory-textbook countries, the relation between non-traditional practice in textbooks and overall equivalence was no longer significant for non-mandatory textbook countries (r = .024, p = .870)."

Discussion¶

Related Claims¶

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