Generalizability of a Technology-Based Intervention to Enhance Conceptual Understanding in Mathematics

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dc.contributor.author Roschelle, Jeremy
dc.contributor.author Tipton, Elizabeth
dc.contributor.author Shechtman, Nicole
dc.contributor.author Vahey, Philip
dc.date.accessioned 2019-07-12T22:12:43Z
dc.date.available 2019-07-12T22:12:43Z
dc.date.issued 2018-11
dc.identifier.uri http://hdl.handle.net/20.500.12265/73
dc.description.abstract Three previously reported experiments found that a technology-enhanced intervention increased student conceptual understanding of mathematics in Texas. To investigate generalizability to broader populations and settings, we triangulate among three methods. First, we examine interactions between demographic variables and intervention effects. We found that the intervention was not sensitive to typical variations in school populations. Second, we use propensity score methods to measure the match between the sample and a broader population. The sample matches the school population in Texas, with minor exceptions; we report adjusted effect sizes. Third, quasi-experimental research with populations outside of Texas are considered. Results from Florida and England were consistent with Texas findings. Across three methods, the results suggest that the experimental findings generalize across populations and settings. This work also establishes a practical approach to investigating generalizability in experimental research in schools. en_US
dc.description.sponsorship This report is based on work supported by the National Science Foundation under Grant No. 0437861. en_US
dc.language.iso en_US en_US
dc.publisher SRI International en_US
dc.subject mathematics en_US
dc.subject technology en_US
dc.subject generalizability en_US
dc.title Generalizability of a Technology-Based Intervention to Enhance Conceptual Understanding in Mathematics en_US
dc.type Technical Report en_US


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