Does Calculation or Word-Problem Instruction Provide a Stronger Route to Pre-Algebraic Knowledge? (modularity RCT)
Fuchs, L. S., et al. · 2014
grade Brctdeveloper-ledreplicatednumbers spot-checked
Sample
1,102 students / 127 classrooms (3-arm cluster RCT)
Population
US elementary students.
Design
Calculation instruction vs word-problem/schema instruction vs control.
Key findings
The cleanest demonstration that math sub-skills are MODULAR: fluency does not create problem-solving, and problem-solving does not create computation. Both folk theories fail — each strand must be taught explicitly.
Genetic confound
Randomized.
Replication notes
Numbers verified. The modularity finding replicates across the Fuchs program.
DOI / URL
10.1037/a0036793
Effects
| Outcome | Metric | Value | Measure | Timing | Vs | Horizon | Class |
|---|---|---|---|---|---|---|---|
| Calculation instruction -> word problems | ES | 0.07-0.14 (null transfer) | mixed | end of treatment | business-as-usual | end-of-treatment | near-transfer |
| Word-problem instruction -> calculations | ES | 0.14 (null transfer) | researcher-designed | end of treatment | business-as-usual | end-of-treatment | near-transfer |
| Word-problem/schema instruction -> pre-algebraic knowledge | ES | 1.36 proximal / 0.22 distal (calculation arm: 0.01-0.04) | researcher-designed | end of treatment | business-as-usual | end-of-treatment | domain-skill |
Cited by
- Word problems, schema instruction, and the conceptual-vs-procedural questionmoderate supportconf: highgc: low