评论"在家里学习数学可以提高学生的成绩"
1Department of Psychology, Stanford University, Stanford, CA, USA. mcfrank@stanford.edu.
概括
一个旨在促进亲子互动的数学应用程序在重新分析的研究中没有显著的学术效益. 随机试验没有发现教育干预改善学生的数学表现的证据.
科学领域:
- 教育心理学
- 儿童发展
- 干预研究
背景情况:
- 父母与孩子的互动对于学业成功至关重要.
- 教育技术的干预旨在提高学习成果.
- 之前的研究探讨了数字工具对学生成绩的影响.
研究的目的:
- 在数学应用程序上重新分析随机实验数据.
- 通过增加亲子互动来提高数学表现的干预措施的有效性.
- 确定教育应用程序是否产生了重要的学术效益.
主要方法:
- 重新分析之前发表的随机实地实验数据.
- 对干预对数学成绩的影响的统计评估.
- 检查父母和孩子的互动和学业成果之间的关系.
主要成果:
- 重新分析发现干预对数学表现没有显著的影响.
- 数学应用在提高学术效益方面的证据并不强大.
- 这项干预措施对学生的数学技能没有显著影响.
结论:
- 这项教育干预, 尽管它的设计, 没有产生可衡量的学术效益.
- 可能需要进一步的研究来探索使用技术提高数学表现的有效方法.
- 这些研究结果质疑这种专注于亲子互动的数学应用程序的直接学术影响.
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