Treatment-group students increased significantly more than Delayed Treatment students on math-in-science-context tasks from pretest to midtest and pretest to posttest¶

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

Subclaims¶

q2 i? Students whose teachers taught GC/CoV-rich units first showed significantly greater pre-to-mid and pre-to-post improvement on math-in-science-context assessment tasks than students who taught those units later. → McElhaney 2025

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

A delayed-treatment quasi-experiment in which teachers taught GC/CoV-rich or GC/CoV-lean OpenSciEd units in different orders, with a student mathematics assessment at three time points. The report states that "Treatment students increased significantly more from pre-to-mid and from pre-to-post than Delayed Treatment students." No effect size is printed.

"on the math-in-science-context tasks, Treatment students increased significantly more from pre-to-mid and from pre-to-post than Delayed Treatment students (Figure 3)."

Discussion¶

Related Claims¶

• 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
• The two teacher groups did not differ on released-math tasks; both groups made pretest-to-posttest gains, suggesting math-in-science-context tasks better capture OpenSciEd math reasoning — related
• 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 — related
• Teachers addressed graph comprehension consistently at high levels across observed lessons, while covariational reasoning enactment varied widely by lesson — related