効果的な数学学習戦略についての生徒の認識
Marissa K Hartwig1, Doug Rohrer2
1Department of Psychology, University of Maryland, College Park, MD 20742, USA.
Behavioral sciences (Basel, Switzerland)
|August 28, 2025
まとめ
生徒はしばしば 数学における間隔の練習と交互の練習の有効性を過小評価します これらの学習戦略に対する否定的な認識は,実証された利点にもかかわらず,その採用を阻害する可能性があります.
科学分野:
- 認知心理学
- 教育心理学
- 数学教育
背景:
- 数学学習の戦略として 有効であることが証明されています.
- 生徒はこれらの戦略を 効果的でないか困難であると考えて回避するかもしれません
研究 の 目的:
- 7年生の間隔と交互の練習についての認識を調査する.
- 効果的な学習戦略の使用を阻むかもしれない特定の学生の信念を特定する.
主な方法:
- 第"研究:間隔と交互の練習の有効性と好意性について174人の7年生を調査した.
- 研究2: 交互に絡み合う実践についての認識をさらに探求するために,233人の7年生を調査した.
主要な成果:
- 学生たちは スペース付きの練習を 好ましいものとして捉えましたが その有効性を認識できませんでした
- ほとんどの生徒は 交差した練習は 好ましくも効果的でないと判断しました
- インターリーブド・プラクティスは 効果が低く,好ましくなく,時間がかかり,ブロックされたプラクティスより困難であると見なされた.
結論:
- 生徒の知覚は,間隔と交互の練習のような効果的な学習戦略を採用する障壁として機能します.
- 学生の否定的な認識に対処することは,数学におけるエビデンスベースの学習技術の使用を促進するために不可欠です.
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