专注于概念和程序的教学,以9年级学生的代数表现为重点,有或没有数学困难
1University of Wyoming, Laramie, USA.
Journal of learning disabilities
|May 18, 2024
概括
数学困难 (MD) 的学生从以程序为中心的教学 (PFI) 中获益更多,而没有MD的学生在以概念为中心的教学 (CFI) 中取得更高的成绩. 定制指令是代数成功的关键.
科学领域:
- 教育教育教育教育教育教育.
- 数学教育教育 数学教育
- 教育心理学教育心理学
背景情况:
- 发展概念和程序知识对于学生的数学能力至关重要.
- 了解不同的教学方法如何影响学生的成绩对于有效的教学至关重要.
研究的目的:
- 调查以概念为中心的教学 (CFI) 和以程序为中心的教学 (PFI) 与九年级学生代数成绩的差异关联.
- 检查学生的数学难度 (MD) 状态如何调节教学方法和代数成就之间的关系.
主要方法:
- 利用高中纵向研究 (2009-2010年和2011-2012年) 的数据,其中N = 19,104名九年级学生.
- 采用多重回归分析来评估教师自我报告的CFI和PFI与学生随后的代数成就之间的关联.
- 作为一个调节变量,考虑了学生的数学难度 (MD) 状态.
主要成果:
- 患有MD的学生显示,较少的CFI/更多的PFI与较高的代数成绩之间存在正相关性.
- 没有MD的学生表明,更多的CFI/少的PFI与更高的代数成绩之间存在积极的关联.
- 研究结果表明,基于学生的数学难度,CFI和PFI的影响有所不同.
结论:
- 应考虑与学生数学难度相关的教学策略,以优化代数成绩.
- 建议在解释MD学生的研究结果时谨慎,因为在评估支持以概念为中心的教学方面的局限性.
- 需要进一步的研究来探索基于证据的实践,以支持MD学生从以概念为中心的教学中受益.
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