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Ordinal Models to Analyze Strategy Sophistication: Evidence from a Learning Trajectory Efficacy Study

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Title: Ordinal Models to Analyze Strategy Sophistication: Evidence from a Learning Trajectory Efficacy Study
Language: English
Authors: Kutaka, T. S., Chernyavskiy, P., Sarama, J., Clements, D. H.
Source: Grantee Submission. 2023 97.
Peer Reviewed: Y
Page Count: 24
Publication Date: 2023
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A150243
R305A200100
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Learning Trajectories, Problem Solving, Mathematics Instruction, Early Intervention, Outcomes of Education, Teaching Methods, Arithmetic, Alignment (Education), Learning Strategies, Evaluation Methods, Kindergarten, Urban Areas, Models, Bayesian Statistics
DOI: 10.1016/j.jsp.2023.01.002
ISSN: 0022-4405
Abstract: Investigators often rely on the proportion of correct responses in an assessment when describing the impact of early mathematics interventions on child outcomes. Here, we propose a shift in focus to the relative sophistication of problem-solving strategies and offer methodological guidance to researchers interested in working with strategies. We leverage data from a randomized teaching experiment with a kindergarten sample whose details are outlined in Clements et al. (2020). First, we describe our problem-solving strategy data, including how strategies were coded in ways that are amenable to analysis. Second, we explore what kinds of ordinal statistical models best fit the nature of arithmetic strategies, describe what each model implies about problem-solving behavior, and how to interpret model parameters. Third, we discuss the effect of "treatment", operationalized as instruction aligned with an arithmetic Learning Trajectory (LT). We show that arithmetic strategy development is best described as a sequential stepwise process and that children who receive LT instruction use more sophisticated strategies at post-assessment, relative to their peers in a teach-to-target skill condition. We introduce latent strategy sophistication as an analogous metric to traditional Rasch factor scores and demonstrate a moderate correlation them (r = 0.58). Our work suggests strategy sophistication carries information that is unique from, but complimentary to traditional correctness-based Rasch scores, motivating its expanded use in intervention studies.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2023
Accession Number: ED628858
Database: ERIC
FullText Text:
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  Data: Ordinal Models to Analyze Strategy Sophistication: Evidence from a Learning Trajectory Efficacy Study
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  Data: <searchLink fieldCode="AR" term="%22Kutaka%2C+T%2E+S%2E%22">Kutaka, T. S.</searchLink><br /><searchLink fieldCode="AR" term="%22Chernyavskiy%2C+P%2E%22">Chernyavskiy, P.</searchLink><br /><searchLink fieldCode="AR" term="%22Sarama%2C+J%2E%22">Sarama, J.</searchLink><br /><searchLink fieldCode="AR" term="%22Clements%2C+D%2E+H%2E%22">Clements, D. H.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2023 97.
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  Data: Y
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  Data: 24
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  Data: 2023
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  Data: Institute of Education Sciences (ED)
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  Data: R305A150243<br />R305A200100
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Learning+Trajectories%22">Learning Trajectories</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Intervention%22">Early Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Arithmetic%22">Arithmetic</searchLink><br /><searchLink fieldCode="DE" term="%22Alignment+%28Education%29%22">Alignment (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Areas%22">Urban Areas</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Bayesian+Statistics%22">Bayesian Statistics</searchLink>
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  Data: 10.1016/j.jsp.2023.01.002
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  Data: 0022-4405
– Name: Abstract
  Label: Abstract
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  Data: Investigators often rely on the proportion of correct responses in an assessment when describing the impact of early mathematics interventions on child outcomes. Here, we propose a shift in focus to the relative sophistication of problem-solving strategies and offer methodological guidance to researchers interested in working with strategies. We leverage data from a randomized teaching experiment with a kindergarten sample whose details are outlined in Clements et al. (2020). First, we describe our problem-solving strategy data, including how strategies were coded in ways that are amenable to analysis. Second, we explore what kinds of ordinal statistical models best fit the nature of arithmetic strategies, describe what each model implies about problem-solving behavior, and how to interpret model parameters. Third, we discuss the effect of "treatment", operationalized as instruction aligned with an arithmetic Learning Trajectory (LT). We show that arithmetic strategy development is best described as a sequential stepwise process and that children who receive LT instruction use more sophisticated strategies at post-assessment, relative to their peers in a teach-to-target skill condition. We introduce latent strategy sophistication as an analogous metric to traditional Rasch factor scores and demonstrate a moderate correlation them (r = 0.58). Our work suggests strategy sophistication carries information that is unique from, but complimentary to traditional correctness-based Rasch scores, motivating its expanded use in intervention studies.
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  Label: Abstractor
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  Data: As Provided
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  Data: 2023
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  Data: ED628858
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED628858
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        Value: 10.1016/j.jsp.2023.01.002
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
    Subjects:
      – SubjectFull: Learning Trajectories
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Early Intervention
        Type: general
      – SubjectFull: Outcomes of Education
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      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Arithmetic
        Type: general
      – SubjectFull: Alignment (Education)
        Type: general
      – SubjectFull: Learning Strategies
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      – SubjectFull: Evaluation Methods
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      – SubjectFull: Kindergarten
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      – SubjectFull: Urban Areas
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      – SubjectFull: Models
        Type: general
      – SubjectFull: Bayesian Statistics
        Type: general
    Titles:
      – TitleFull: Ordinal Models to Analyze Strategy Sophistication: Evidence from a Learning Trajectory Efficacy Study
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            NameFull: Sarama, J.
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              Value: 97
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