在成人和儿童中建立综合数感:比较仅分数训练与交叉符号数列训练
Lauren K Schiller1, Roberto A Abreu-Mendoza2, Robert S Siegler3
1Department of Human Development, Teachers College, Columbia University, New York, NY 10027, USA; Department of Psychological Sciences, Kent State University, Kent, OH 44242, USA; Department of Psychology, Rutgers University-Newark, Newark, NJ 07102, USA.
Journal of experimental child psychology
|July 27, 2024
概括
整合不同的理数符号,如分数和小数,大大提高了数学技能,而不是专注于单个符号. 这种交叉符号方法既有利于大学生,也有利于中学生.
科学领域:
- 认知心理学 认知心理学
- 数学教育教育 数学教育
背景情况:
- 交叉符号的理数理解可以比符号内理解更好地预测数学结果.
- 现有的研究是相关的,缺乏对培训干预措施的经验测试.
研究的目的:
- 实证测试交叉符号与符号内数字线训练之间的影响.
- 调查综合理数符号培训对学生成绩的影响.
主要方法:
- 两项与本科生 (N=183,N=181) 的研究比较了交叉符号 (分数,小数点,百分比) 和内部符号 (分数大小) 数线训练.
- 与中学生 (N=63) 进行的第三项研究适应了交叉符号训练作为课堂热身.
主要成果:
- 这两种培训方法都提高了性能,但交叉符号培训在分数大小估计和交叉符号比较准确度方面显示出更大的收益.
- 中学学生也从交叉符号训练中受益,与标准分数算术实践相比.
结论:
- 综合方法教学有理数符号产生优异的结果,相比内符号的重点.
- 当前的课程可能没有充分纳入这种有效的综合方法,以合理数指令.
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