{
  "schema_version": "1.0",
  "updated": "2026-09-09",
  "records": [
    {
      "id": "ACA-KG-001",
      "title": "Aggregate mathematics recovery versus prerequisite-domain recovery",
      "known": "Statewide aggregate mathematics performance can improve while substantial low-performance shares remain within prerequisite-relevant reporting domains.",
      "unknown": "Whether and how domain-specific prerequisite weaknesses predict later high-school mathematics performance after aggregate recovery.",
      "research_opportunity": "Link prerequisite competency profiles to later course performance while controlling for standards, sequence, assessment, and student composition.",
      "paper_mapping": [
        "ACA-PAPER-PDPK"
      ]
    },
    {
      "id": "ACA-KG-002",
      "title": "Completion versus robust understanding",
      "known": "Task completion and practiced procedural performance do not by themselves establish durable conceptual understanding.",
      "unknown": "Which measures best distinguish supported procedural competence from retained, independent, and transferable mathematical understanding.",
      "research_opportunity": "Develop robustness checks using support withdrawal, delay, explanation, and structural variation.",
      "paper_mapping": [
        "ACA-PAPER-001"
      ]
    },
    {
      "id": "ACA-KG-003",
      "title": "Instructional orientation",
      "known": "Formative Student Why evidence includes a learner report of difficulty identifying the current Algebra I learning target or sequence.",
      "unknown": "Whether explicit orientation cues improve learner target identification, conceptual organization, retention, or transfer.",
      "research_opportunity": "Prototype and test an Orient → Why → Connect → Understand → Practice → Demonstrate → Transfer sequence.",
      "paper_mapping": [
        "ACA-PAPER-001",
        "ACA-PAPER-PDPK"
      ],
      "case_evidence_ref": "ACA-KTH-ALG-2026-09-08-002"
    }
  ]
}