The stimulus argues that there is a causal relationship between children watching less TV and doing better in math. The only support it provides for that notion is data showing that fewer US kids (who watch a lot of TV) understand advanced measurement and geometry compared to their South Korean counterparts (who generally watch far less TV). However, to conclude from this support that watching less TV is necessary for American kids to get better at math, the stimulus must assume that those children have access to comparable instruction as in South Korea. If (E) were false and the quality of classes in geometry and advanced measurement is worse in the US than in South Korea, the causal relationship drawn in the argument would fall apart. Even if American kids watched less TV, they might not get better at math because their classes or teachers are terrible.
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The stimulus argues that there is a causal relationship between children watching less TV and doing better in math. The only support it provides for that notion is data showing that fewer US kids (who watch a lot of TV) understand advanced measurement and geometry compared to their South Korean counterparts (who generally watch far less TV). However, to conclude from this support that watching less TV is necessary for American kids to get better at math, the stimulus must assume that those children have access to comparable instruction as in South Korea. If (E) were false and the quality of classes in geometry and advanced measurement is worse in the US than in South Korea, the causal relationship drawn in the argument would fall apart. Even if American kids watched less TV, they might not get better at math because their classes or teachers are terrible.