Higher proportions of think-talk-write students correctly answered the representation problem on all three indicators: visual, mathematical expressions and written texts¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 2018 · 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? On the visual representation indicator, 40.63% of experimental-group students answered correctly versus 21.88% of control-group students; written texts showed 43.75% versus 18.75% and mathematical expressions 25.00% versus 15.66%. → 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 · r1
Descriptive percentages from the mathematical representation ability test in the quasi-experiment, scored with a 0-4 rubric covering written texts, visual representation and mathematical expressions. Table 11 also lists "Mathematical expressions 25.00% 15.66%" and "Written texts 43.75% 18.75%". No significance test or effect size is printed for these percentages.
"for visual representations, 13 students (40.63%) in the experimental group correctly ans wered the mathematical problem , whereas only seven students (21.88%) in the control group correctly answered the problem."
Discussion¶
Related Claims¶
- Learning strategy and self-efficacy interact in their effect on mathematical representation ability — related
- 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
- Homework solutions showed experimental students using multiple strategies correctly while control students made additive errors — related
- During classroom observation, think-talk-write students appeared more enthusiastic and confident in mathematics than expository-taught students — 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
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