评估和比较三个变体的覆盖,复制,并比较乘法事实流性
Jillian Dawes1, Brian C Poncy2, Benjamin G Solomon3
1Department of Psychology, The Citadel.
School psychology (Washington, D.C.)
|February 8, 2024
概括
这三种覆盖,复制和比较 (CCC) 方法都显著提高了三年级学生的乘法流性. 教师可以根据学生的需要选择任何CCC变体.
科学领域:
- 教育心理学教育心理学
- 特殊教育 特殊教育
背景情况:
- 流利的乘法事实对于数学发展至关重要.
- 现有的干预措施,如覆盖,复制和比较 (CCC) 显示出希望.
研究的目的:
- 为了比较三种CCC变异对三级乘法流性的有效性.
- 为了评估传统的CCC,只有CCC答案和CCC配对的响应.
主要方法:
- 一个纵向随机设计与57名三年级学生.
- 干预时间为每天4分钟,每周5天,超过11周.
- 测量每分钟正确的数字 (DCPM) 用于流性评估.
主要成果:
- 与对照探头相比,所有三种CCC变异都显著增加了DCPM (效果大小7.22).
- 在三种CCC变异中,没有发现学习收益的显著差异.
- 测试后的非标准化效应:7.22 [5.39,9.10] DCPM.
结论:
- 所有经过测试的CCC方法都有效地提高了数学事实流性.
- 教师可以根据特定的学生或课堂背景选择CCC变体.
- 进一步的研究应该探索理论基础和比较干预的有效性.
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