技术辅助教学与老师提示的分数乘法单词问题:一个单个案例设计与视觉分析和贝叶斯的多层次建模
1Department of Special Education, Illinois State University, Normal, Illinois, USA.
Assistive technology : the official journal of RESNA
|October 28, 2024
概括
技术辅助教学改善了学习障碍的中学学生的分数乘法和单词问题的技能. 干预提高了可视化和解决问题的能力,并发现了持久的影响.
科学领域:
- 教育技术的教育技术
- 特殊教育 特殊教育
- 数学教育教育 数学教育
背景情况:
- 有学习障碍的学生经常在复杂的数学概念上扎,比如分数乘法词题.
- 有效的教学策略对于改善这一群体的数学成果至关重要.
- 技术整合为增强学习体验提供了潜在的解决方案.
研究的目的:
- 调查技术辅助教学与教师提示对分数乘法单词问题技能的影响.
- 评估中学生学习障碍对可视化和解决问题的能力的影响.
- 探索词语问题问题类型对干预结果的缓和效应.
主要方法:
- 采用了跨参与者的多探针设计 (单个案例设计).
- 四名具有学习障碍的中学学生参与了这项研究.
- 贝叶斯累积链接混合效应模型用于数据分析.
主要成果:
- 在干预和改善的数学结果之间建立了功能关系.
- 学生在可视化 (Tau 0.761.00) 和解决问题的能力 (Tau 1.00) 显著改善.
- 与可视化任务相比,在解决问题方面观察到更大的维护效应.
结论:
- 技术辅助教学与教师提示是有效的教学分数乘法单词问题,以学生学习障碍.
- 干预措施对学生想象和解决数学问题的能力产生了积极的影响.
- 学生和教师都发现,技术增强的学习组件有利于技能获取和保持.
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