Grounding mathematics in an integrated conceptual structure, part II: intervention study demonstrating robust learning and retention through a grounded curriculum.

When the circle tool was not available, the between-subject effect was marginally significant, though still positive, b = 1.42, 95% CI [−0.15, 3.00], z = 1.77, p = 0.077.

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There was a weak trend toward an interaction ( b = −0.9 and b = −0.12 with and without problem type as a random effect, p values ranging from 0.137 to 0.068), indicating that, if anything, those with lower SM scores showed better retention. 3.4.

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