Experimental and comparison teacher groups were comparable at pre-assessment, with no significant differences in complete argument description rates¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? A contingency table analysis found no significant differences among groups at pre-assessment. → Maher 2014

Evidence¶

Maher 2014¶

Maher, C. A., Palius, M. F., Maher, J. A., Hmelo-Silver, C. E., & Sigley, R. (2014). Teachers Can Learn to Attend to Students' Reasoning Using Videos as a Tool. Issues in Teacher Education, 23(1). https://eric.ed.gov/?id=EJ1045688

q3 · i? · causal · r2

Pre-assessment analysis of the full sample: 22.8% of 127 experimental and 24.0% of 50 comparison participants provided a complete argument description of at least one student solution. The contingency table analysis tested "the null hypothesis of no difference in pre-assessment complete argument description rates".

"The data in Table 2 indicate that there were no significant differences among groups at the p < 0.05 level (χ2 (3) = 4.97, p = 0.17)."

Discussion¶

Related Claims¶

• Teachers in VCM video-and-task interventions showed higher post-assessment growth in describing students' mathematical arguments than comparison teachers (growth rates 17% to 52% vs. 4%) — related
• Argumentation levels of ADI students rise by the end of treatment while control group levels stay unchanged — related