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Visible Learning™
Visible Learning MetaX™
Version 1.3 – Updated November 2024

Mathematics Direct or Guided

Overview

  • Influence: Mathematics Direct or Guided
  • Domain: Curricula
  • Sub-Domain: Math and sciences
  • Potential to Accelerate Student Achievement: Potential to considerably accelerate
  • Influence Definition: The teaching of math in a more direct/explicit approach: giving students the information, or a guided approach where the teacher is facilitating and monitoring learning to support student practice.

Evidence

  • Number of meta-analyses: 4
  • Number of studies: 196
  • Number of students: 8,662
  • Number of effects: 228
  • Weighted mean effect size: 0.59
  • Robustness index: 3

Meta-Analyses

Meta-Analyses
Journal Title Author First Author's Country Article Name Year Published Variable Number of Studies Number of Students Number of Effects Effect Size
Dissertation Malofeeva USA A meta-analysis of mathematics instruction with young children 2005 Math programs for K-2 29 1,845 29 0.47
Report Jacobse & Harskamp USA A Meta-Analysis of the Effects of Instructional Interventions on Students' Mathematics Achievement 2011 Methods to teach Mathematics 40 6,817 40 0.58
Remedial and Special Education Burns USA Empirical Analysis of Drill Ratio Research: Refining the Instructional Level for Drill Tasks 2004 Drilling at acquisition stage 13 0 45 0.82
Frontiers in Psychology Xie, Wang, & Hu China Effects of constructivist and transmission instructional models on mathematics achievement in mainland China: A meta-analysis 2018 Constructivist teaching of math 114 0 114 0.59
TOTAL/AVERAGE 196 8,662 228 0.61
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