对智力障碍儿童进行数学数字化干预的初步研究
Carmen David1, Cristina Costescu1, Adrian Roşan1
1Special Education Department of Babeș-Bolyai University, 7 Sindicatelor St., Cluj-Napoca 400029, Romania.
Research in developmental disabilities
|February 20, 2025
概括
这项研究发现,数字数学干预改善了智障儿童的计算,算术和解决问题的技能. 一种经典的干预方法在基本的算术流性方面显示出好处,但这两种方法都没有增加数学参与度.
科学领域:
- 特殊教育 特殊教育
- 教育技术的教育技术
- 发展心理学 发展心理学
背景情况:
- 对于智力障碍 (ID) 儿童的基于技术的数学干预存在有限的研究.
- 结合各种方法的多组件干预往往更有效.
- 数字干预为可访问和引人入胜的教育支持提供了一个有希望的途径.
研究的目的:
- 研究基于数字的数学干预与ID儿童的经典干预相比的有效性.
- 评估数字,计算,解决问题和数学参与度的改进.
- 为具有ID的学生提供有效的数字和传统数学教学方法的证据.
主要方法:
- 一个多元组件数字干预和一个多元组件经典干预被开发出来.
- 有33名ID学生参加,其中27名在数字组和7名在古典组.
- 干预的有效性是通过8周的计算能力,计算流性,解决问题的能力和数学参与度的变化来衡量.
主要成果:
- 数字干预显著改善了数学计算流性,算术,解决问题和程序计算.
- 对于在数字组中没有重新分组的情况下进行程序添加,没有发现任何显著的影响.
- 经典干预改善了加法和减法流性,但两种干预都没有增加数学参与度.
结论:
- 基于数字的数学干预是可行的,并且有效地改善了ID儿童的关键数学技能.
- 数字和经典方法都显示出特定的好处,这表明需要量身定制的方法.
- 对ID学生的灵活和富有资源的数学干预策略进行进一步的研究是有必要的.
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