Explore the evidence
1 of 88 decisions · clear everything
Survives the gold standardIndependent, durable, rigorousThe debunked shelfCheap winsFor parents at homeFamous numbers, deflatedWhere we admit ignoranceThe terrain
domain
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Your situation · from the applicability layer — absence means “not yet assessed,” never “doesn’t apply”
group / setting
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outcome class
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
Not yet assessed for this question · 7
- Algebra timing — acceleration mandates, delay mandates, and readiness-based placement
- Explicit vs reform/constructivist math instruction
- Manipulatives and concrete-representational-abstract (CRA) sequences
- Math curriculum choice — how much does the textbook matter?
- Math-fact fluency and timed practice (and the anti-timed-test claims)
- Does teaching movement transfer to cognition, achievement, or lifelong activity?
- Word problems, schema instruction, and the conceptual-vs-procedural question
The URL is the state — any view you build here is a permalink you can hand to someone mid-argument.