WWC review of this study

Benefits of practicing 4= 2+ 2: Nontraditional problem formats facilitate children’s understanding of mathematical equivalence

McNeil, N. M., Fyfe, E. R., Petersen, L. A., Dunwiddie, A. E., & Brletic-Shipley, H. (2011). Child development, 82(5), 1620-1633. Retrieved from: https://eric.ed.gov/?id=EJ938672

  • Randomized Controlled Trial
     examining 
    60
     Students
    , grades
    1-3

Reviewed: April 2014

At least one finding shows promising evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards without reservations
General Mathematics Achievement outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Defining the equal sign

Nontraditional Addition Problem Formats vs. Traditional practice

Posttest

Nontraditional practice;
60 students

0.23

0.03

Yes

 
 
41
 
More Outcomes

Equation solving

Nontraditional Addition Problem Formats vs. Traditional practice

Posttest

Nontraditional practice;
60 students

1.43

0.33

Yes

 
 
28
 

Equation solving follow-up with feedback

Nontraditional Addition Problem Formats vs. Traditional practice

Posttest

Nontraditional practice;
60 students

2.33

1.30

Yes

 
 
23
 

Equation encoding

Nontraditional Addition Problem Formats vs. Traditional practice

Posttest

Nontraditional practice;
60 students

1.47

0.87

No

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Characteristics of study sample as reported by study author.


  • Female: 47%
    Male: 53%

  • Urban
    • B
    • A
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    • D
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    • a
    • h
    • i
    • b
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    • f
    • c
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    • j
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    • w
    • y

    Midwest
  • Race
    Asian
    1%
    Black
    29%
    White
    61%
  • Ethnicity
    Hispanic    
    9%
    Not Hispanic or Latino    
    91%
 

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This download will include data files for study and findings review data and a data dictionary.

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