Explore the evidence
4 of 88 decisions · clear everything
Survives the gold standardIndependent, durable, rigorousThe debunked shelfCheap winsFor parents at homeFamous numbers, deflatedWhere we admit ignoranceThe terrain
domain
layer
survival prior
Your situation · from the applicability layer — absence means “not yet assessed,” never “doesn’t apply”
group / setting
cost
outcome class
Minimal-guidance math trailed every rival in the one multi-curriculum RCT; explicit instruction for strugglers is math's most replicated result.
moderate supportconf: highgc: lowExplicit vs reform/constructivist math instruction · math · ages 5–18
Teaching coding teaches coding: the one clean school RCT gives g=0.47-0.68. Which approach you pick barely matters, and almost every effect size rests on an instrument the developers built.
moderate supportconf: mediumgc: lowDoes teaching programming actually teach programming — and does the method matter? · computer-science · ages 5–18
Manipulatives help when bland, guided, and aged ~7–11 — a guided-representation effect, not 'hands-on learning.' Rich, toy-like objects hurt transfer.
moderate supportconf: mediumgc: low3/36/48
Manipulatives and concrete-representational-abstract (CRA) sequences · math · ages 5–14
Word-problem solving is its own skill: computation fluency doesn't produce it. Teaching problem schemas explicitly does (~0.25–0.45 SD on trained content).
moderate supportconf: mediumgc: lowWord problems, schema instruction, and the conceptual-vs-procedural question · math · ages 6–14
The URL is the state — any view you build here is a permalink you can hand to someone mid-argument.