Eighth-grade geometry students taught with the think-talk-write strategy show higher mathematical representation ability than students taught with the expository strategy¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students taught with the think-talk-write strategy achieved significantly higher mathematical representation ability scores than students taught with the expository strategy (marginal means 76.88 vs 63.32). → Supandi 2018

Evidence¶

Supandi 2018¶

Supandi, S., Waluya, B., Rochmad, R., Suyitno, H., & Dewi, K. (2018). Think-Talk-Write Model for Improving Students' Abilities in Mathematical Representation. International Journal of Instruction, 11(3), 77-90. https://doi.org/10.12973/iji.2018.1136a

q3 · i? · causal · r2

Quasi-experimental 2x3 factorial study with 64 eighth-grade students (32 experimental, 32 control) studying geometry and spatial relations; two-way ANOVA gave Fcount 63.82 for strategy (Ftable 4.01) and Scheffe's test Fcount 268.39. Marginal means were "76.88 (A2)" versus "63.32 (A1)". No effect size is printed.

"The findings of Scheffe’s post-hoc test between A1 and A2 showed that H0 is rejected, indicating that differences exist in the mathematical representation abilities between the students exposed to the expository strategy and those exposed to the think-talk-write strategy."

Discussion¶

Related Claims¶

• Learning strategy and self-efficacy interact in their effect on mathematical representation ability — related
• The think-talk-write advantage over expository teaching holds at every self-efficacy level and is largest among low self-efficacy students — a narrower finding that bears on this claim
• Higher proportions of think-talk-write students correctly answered the representation problem on all three indicators: visual, mathematical expressions and written texts — a narrower finding that bears on this claim
• During classroom observation, think-talk-write students appeared more enthusiastic and confident in mathematics than expository-taught students — a narrower finding that bears on this claim
• Students' mathematical representation ability differs by self-efficacy level, with high self-efficacy students scoring highest — related
• Tenth-grade mathematics students taught with a problem-solving approach significantly outperformed students taught by expository strategy on a post-test — related
• The mean percentage of student errors on mathematical representation was lower for REACT-strategy students (21.74%) than for traditionally taught students (47.92%) — related