一项随机对照研究,对二年级数学干预的瑞典学生进行了随机对照研究,这些学生面临数学困难的风险
Hanna Lindström-Sandahl1, Joakim Samuelsson1, Henrik Danielsson1
1Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden.
The British journal of educational psychology
|November 8, 2024
概括
一个密集的算术课程显著提高了二年级学生的数学技能,他们面临困难的风险. 干预改善了概念知识,算术和解决问题的能力.
科学领域:
- * 教育心理学 教育心理学
- * 发展心理学 发展心理学
- * 数学教育教育 数学教育
背景情况:
- *早期数学困难 (MDs) 影响年轻学生的学术发展轨迹.
- * 有效的数学干预对于有风险的学生至关重要.
- *关于使用随机控制设计的二年级数学干预措施的研究有限.
研究的目的:
- * 评估一个为期9周的密集数理和算术课程,为二年级的二年级学生提供MDs的风险.
- * 评估该计划对基础数理解和程序流性的影响.
- * 确定明确的数学教学对算术技能的影响.
主要方法:
- * 一项测试前后随机对照研究,涉及753名一年级学生.
- * 通过查确定了患MD风险的学生,并随机分配到干预组 (n=32) 或对照组 (n=30).
- *干预组接受了一对一的,明确的数学教学;对照组接受了标准的教学.
主要成果:
- *干预组在概念知识,算术计算和问题解决方面表现出明显的改善.
- *对于干预的影响,观察到中等效果大小.
- * 数学概念和程序的明确指导产生了积极的结果.
结论:
- * 一个补充的,密集的算术课程显著提高了算术学习.
- * 关于概念数知识和程序的明确指导可以提高解决问题的技能.
- *有针对性的干预可以有效地缓解早期的数学困难.
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