空间可视化支持学生的数学:空间转移的机制
1STEM Education Research Centre, University of Canberra, Canberra 2617, Australia.
Journal of Intelligence
|June 27, 2023
概括
将空间训练整合到数学课程中显著提高了学生的空间技能和数学表现. 孤立的空间训练也改善了数学,但效果不那么好,显示了嵌入式学习对空间推理发展的好处.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 数学教育教育 数学教育
背景情况:
- 空间可视化技能对于数学理解和表现至关重要.
- 以前的研究表明,空间训练可以改善数学结果,但最佳方法需要进一步调查.
- 学习的空间技能转移到数学问题解决是关键的兴趣领域.
研究的目的:
- 评估两个不同的空间干预计划在四年级学生的空间可视化和数学表现上的有效性.
- 为了比较嵌入式空间干预 (课程+数字培训) 与孤立的空间干预 (仅数字培训) 的影响.
- 检查空间推理在调解数学表现中的作用,并确定调节干预效果的因素.
主要方法:
- 一项随机对照试验,涉及287名四年级学生.
- 干预组: (1) 孤立的数字空间培训 (98名学生), (2) 在数学课程中嵌入空间培训加上数字培训 (92名学生).
- 控制组:通常情况下 (97名学生).
主要成果:
- 嵌入式干预证明了对空间推理和数学表现的显著增量效应,表明成功转移.
- 与对照组相比,孤立干预显示出对数学表现的转移效应,但空间推理收益不一致.
- 数字培训对数学成绩的影响是由空间技能调解的,最初的空间能力调节了结果;低技能学生受益最少.
结论:
- 在数学教学中嵌入空间技能发展是提高空间推理和数学成就的高效策略.
- 仅数字空间培训就能为数学表现带来好处,但其有效性在与基于课程的学习相结合时会得到放大.
- 干预措施应考虑学生的基线空间能力,以优化学习成果,并确保在数学中获得公平的结果.
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