During classroom observation, think-talk-write students appeared more enthusiastic and confident in mathematics than expository-taught students¶

Claim · All claims
Evidence · 1 study · causal r2 · q1
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Authors' observations during three treatment sessions showed experimental-group students enthusiastic, actively questioning and competitive, while many control-group students avoided discussion and were embarrassed to answer. → 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

q1 · i? · causal · r2

Authors' qualitative class observations during the treatment (students' activities of both groups were observed three times); this is the authors' interpretation, not a tested result. They conclude experimental students "had greater self-confidence" than control students.

"Based on the authors’ class observations during the learning process with the think -talk-write strategy, many students were enthusiastic about learning mathematics, and actively presented questions and competitively addressed the problems and answers."

Discussion¶

Learner Variables¶

• Self-Efficacy — outcome: instruction changes it

Related Claims¶

• Eighth-grade geometry students taught with the think-talk-write strategy show higher mathematical representation ability than students taught with the expository strategy — a broader claim this one bears on
• The think-talk-write advantage over expository teaching holds at every self-efficacy level and is largest among low self-efficacy students — related
• Higher proportions of think-talk-write students correctly answered the representation problem on all three indicators: visual, mathematical expressions and written texts — related
• Learning strategy and self-efficacy interact in their effect on mathematical representation ability — related
• Students' mathematical representation ability differs by self-efficacy level, with high self-efficacy students scoring highest — related
• Pupils taught with prior knowledge questions showed greater involvement and participation in lessons — related
• The authors observed higher engagement, enthusiasm, and peer study-group use in the Kahoot group than in the control group — related
• Interns observed extremely high enthusiasm for ASL vocabulary learning, including home practice and increased self-confidence — related
• The authors observed higher motivation among learners doing CALL-based tasks than among those doing written-question tasks — related