HCD.19:5.2 - Keep the teacher contribution and test a changed denominator

Only after the first answer was preserved did the reader receive this teacher question: which intervals count as the person’s active work, and can two assigned tasks consume the same minute of that person’s effort? The reader then received M1, including the interrupted example’s numerical answer.

Its answer remained correct. It identified what M1 now supplied and declined to claim a learning gain: the distinction was already present in its first response, and the worked example supplied the same case’s numbers. The result is a supported walkthrough of the repair.

The later task changed the population. A worked on X from 09:00 to 10:00; B worked on Y from 09:00 to 11:00. Both were available from 09:00 to 11:00, and A did no other work in the remaining hour. The material and calculator remained available; no additional teacher cue was supplied.

The reader returned 1 person-hour for X, 2 for Y, 3 consumed person-hours in total, 4 available person-hours, and a 2-hour clock window. It compared 3 with 4 and identified M1’s population-denominator rule as the relevant material contribution. The numerical answer was not copied from M1.

This changed task rejects the repair’s plausible overgeneralization that every effort total must fit inside one clock interval. It supplies bounded evidence that this prepared reader used the repaired rule on a new population condition. It does not show novice learning, delayed retention, experienced burden, or a causal advantage over another explanation.

C.2.8 makes the structural interpretation precise. M0’s correct first answer does not show that M0 expressed the active-effort distinction: the prepared reader supplied the correction. M1 makes corrected relations available, but the teacher cue and same-case answer intervene before its use. The later population task supports recovery with M1 at that changed condition; it does not increase an amount at the initial condition. These facts qualify the structural question without replacing the profile’s material-use and repair values or establishing new learning.