教学策略,认知因素和数学教学方法
Estívaliz Aragón1, Inmaculada Menacho1, José I Navarro1
1Department of Psychology, School of Education, University of Cádiz, Spain.
Heliyon
|May 14, 2024
概括
这项研究发现,虽然早期的数学表现与流体智力和记忆有关,但教学策略对大多数认知因素的影响很小. 早期的数学技能更多地依赖于认知能力,而不是教学方法.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 幼儿教育 幼儿教育 幼儿教育
背景情况:
- 数学教学策略显著影响学习.
- 关于非传统的早期数学教育方法的研究有限.
- 了解教学方法与认知过程之间的联系对于有效的早期数学学习至关重要.
研究的目的:
- 研究早期数学教学策略与认知过程之间的关系.
- 为了比较"基于数字的开放算法"与"基于密码的封闭算法"在早期数学教育中的有效性.
- 分析与教学方法相关的数学表现的认知预测因素.
主要方法:
- 一项涉及114名小学生 (74-84个月) 的比较研究.
- 评估认知过程和早期的数学表现,使用已建立的工具.
- 多变量统计分析以探索认知因素,教学策略和数学成就之间的关系,考虑学校类型 (宪章/公共).
主要成果:
- 对于大多数被研究的认知因素,教学策略是不确定的.
- 数学表现的显著差异与流体智能,口头短期记忆和视觉空间工作记忆有关.
- 在考虑教学方法,学校特征和数学成绩之间的相互作用时,没有发现认知变量的显著差异.
结论:
- 早期的数学表现受到特定的认知能力 (如流体智能和工作记忆) 的显著影响.
- 教学策略的选择 (开放式与封闭式算法) 在早期数学中对认知发展的影响有限.
- 需要进一步的研究来探索早期数学教育中教学方法,认知资料和学校环境之间的微妙相互作用.
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