Primary four students taught with a variation-theory-designed lesson were far more likely to give a correct, properly explained answer about 'equal shares' in fractions than comparison-group students¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In a Hong Kong primary four quasi-experimental learning study, 57.14% of the learning study group versus 29.03% of the comparison group reached Category E (correct answer with proper explanation using 'equal shares') on the open-ended post-test question. → Ming Fai Pang 2011

Evidence¶

Ming Fai Pang 2011¶

Ming Fai Pang, Lo Mun Ling. (2011). Learning study: helping teachers to use theory, develop professionally, and produce new knowledge to be shared. Instructional Science. https://doi.org/10.1007/s11251-011-9191-4

q2 · i? · causal · r1

Quasi-experimental learning study in one Hong Kong primary school: two teachers taught two classes with a variation-theory lesson plan; two comparison teachers taught 'in the usual way as in previous years'. On the open-ended question 4, "57.14%" of the learning study group versus "29.03%" of the comparison group gave correct, properly explained answers.

"The percentage of students in the learning study group (57.14%) who managed to provide a correct answer and gave a proper explanation using the concept of 'equal shares' was much higher than that for the comparison group (29.03%)."

Discussion¶

Related Claims¶

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