家庭での数学は,学校での成績に相応しい
Talia Berkowitz1, Marjorie W Schaeffer1, Erin A Maloney1
1University of Chicago, Department of Psychology, Chicago, IL 60637, USA.
まとめ
iPadアプリを使って 両親を数学に 巻き込むことで 小学生の数学能力が向上しました この介入は 特に数学に不安を抱く親の子供たちに 恩恵をもたらし 低成績のサイクルを断ち切りました
科学分野:
- 教育心理学
- 発達心理学
- 認知科学
背景:
- 親の関与は 子供の学業の成功に大きな影響を与えます
- 数学の不安は 世代を超えて伝染し 子供の数学発達に 影響を及ぼします
- 幼少期の介入は 基礎的な学問能力の確立に 極めて重要です
研究 の 目的:
- 親と子供の数学のやり取りを促す 教育的介入を評価する
- 家庭での数学の活動が 子供の学校の数学の成績を向上させるかどうかを判断する.
- 数学が苦手な親の子供への 介入の影響を調べるため
主な方法:
- 587人の初年生を対象とした ランダム化フィールド実験です
- 介入グループ:iPadアプリを使って 数学のストーリータイムに 取り組みました
- 対照群:読書活動に従事する.
主要な成果:
- 数学による介入は 子どもの学年における 数学の成績を 大きく改善しました
- 両親がいつも数学に不安を抱く子供たちは 特に進歩しました
- 朗読対照群と比較して 数学による介入は ポジティブな結果をもたらしました
結論:
- 両親と子供の数学のやり取りは 短く 高品質で 効果的です
- 介入によって 数学の成績が低い世代間のサイクルを 緩和することができるのです
- 数学の不安を抱える家族を ターゲットにした支援は 学生の成績に良い影響を与えます
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