在数学难度较高的三年级学生中,词题表现的语言预测因素
Danielle O Lariviere1, Sarah R Powell1, Anna-Maria Fall1
1The University of Texas-Austin, USA.
Journal of learning disabilities
|January 15, 2025
概括
数学特定的词汇知识对于提高数学难度的学生的词题表现至关重要. 专注于数学词汇指导可以显著提高解决问题的技能.
科学领域:
- 教育心理学教育心理学
- 数学教育教育 数学教育
- 语言和识字能力的提高
背景情况:
- 数学难度较高的学生往往难以解决单词问题.
- 了解语言技能在数学中的作用对于有针对性的干预是必不可少的.
研究的目的:
- 调查一般化和数学特定语言技能对单词问题表现的预测能力.
- 为了确定哪些语言技能对数学困难的学生来说最为关键.
主要方法:
- 使用无条件定量回归,325名三年级学生在单词问题中表现低于第25个百分位.
- 评估一般的语言技能 (文字阅读,段落理解,词汇) 和数学特定的词汇.
- 对计算技能和新兴的双语状态进行控制.
主要成果:
- 数学特定的词汇知识显著预测了大多数数量级 (p < .001) 的词题性能.
- 段落理解也显示出与单词问题表现的显著关系 (p < .05).
- 一般化词汇和文字读取准确性并没有显著预测表现.
结论:
- 数学特定的词汇知识是数学困难的学生词题成功的关键预测因素.
- 建议教育工作者和研究人员优先考虑基于证据的数学词汇指导.
- 有针对性的词汇干预可以支持学生克服单词问题挑战.
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