家庭数学活动是否与早期的数学技能有关? 一个系统的审查和元分析
Ella James-Brabham1, Claudia C von Bastian2, Carmel Brough2
1Centre for Early Mathematics Learning, Loughborough University, Loughborough, UK.
Child development
|October 3, 2024
概括
参与家庭数学活动 (HMAs) 显示出与幼儿早期数学技能有很小的积极联系. 然而,研究的质量影响了观察到的效应,这表明需要更严格的研究.
科学领域:
- 发展心理学 发展心理学
- 教育心理学教育心理学
- 认知科学 认知科学
背景情况:
- 基础数学技能对于孩子的学业成功至关重要.
- 假设家庭数学活动 (HMA) 可以支持早期的数学发展.
- 对于HMA对儿童数学技能的确切影响需要进一步研究.
研究的目的:
- 系统地审查和元分析HMA频率与幼儿 (≤7岁) 数学技能之间的关系.
- 探索潜在的调节者,如偏见风险,影响这种关系.
主要方法:
- 进行了预先注册的系统审查和多层次的元分析.
- 从20个国家的72个样本中合成了数据,产生了351个效果大小.
- 分析的重点是7岁及以下的儿童 (平均年龄为61个月).
主要成果:
- 在HMA频率和数学技能之间发现了一个小但具有统计意义的正相关性 (r = .13).
- 这种效应的幅度被包含的研究中的偏差风险所缓解.
- 偏差风险较高的研究报告了更大的效果大小.
结论:
- HMA似乎与早期的数学技能有着适度的积极关联.
- 由于研究质量的影响,这种关联的可靠性是可疑的.
- 未来的研究应该优先考虑在方法上严格的研究,以澄清家庭数学环境的作用.
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