如何继续?如何继续? 研究适应式数学学习计划对学生表现,自我概念和焦虑的影响的新方法
Anna Hilz1, Karin Guill1, Janina Roloff1
1Department of Educational Research and Educational Psychology, IPN-Leibniz Institute for Science and Mathematics Education, Olshausenstr. 62, 24118 Kiel, Germany.
Journal of Intelligence
|June 27, 2023
概括
数学学习程序显示混合的结果. 数学花园计划改善了数学自我概念和减法技能,但并没有减少学生的数学焦虑. 练习行为影响了绩效结果.
科学领域:
- 教育技术的教育技术
- 认知心理学 认知心理学
- 数学教育教育 数学教育
背景情况:
- 数学学习计划产生了令人失望的结果,促使人们重新评估研究方向.
- 之前的研究往往忽略了诸如实践行为和差异化绩效指标等关键变量.
- 情感激励因素,如数学自我概念和焦虑,对于程序的有效性至关重要.
研究的目的:
- 调查自适应算术学习程序Math Garden对学生加法和减法表现的影响.
- 评估该计划对学生的数学自我概念和数学焦虑的影响.
- 检查实践行为对学习成果的影响.
主要方法:
- 在德国,对376名五年级学生进行了随机的前测试后测试对照组设计.
- 实验组使用数学花园计划平均20.7周.
- 收集的数据包括绩效指标,数学自我概念,数学焦虑和实践行为日志.
主要成果:
- 使用数学花园的学生表现出了数学自我概念的增加.
- 较高的参与减法实践任务与改善的减法性能正相关.
- 在使用该计划的学生中,没有观察到数学焦虑的显著减少.
结论:
- 数学花园计划显示了增强数学自我概念和特定技能表现的潜力,特别是当练习被强调时.
- 未来的研究应该纳入实践行为和更广泛的结果变量,以全面了解数学学习计划.
- 这些发现为改进研究方法和开发更有效的数学教育干预提供了基础.
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