一个量身定制的小组数学教学干预措施,有利于低成绩者
Michael Rosholm1,2,3,4, Pia Beck Tonnesen5, Klaus Rasmussen6
1Department of Economics and Business Economics, Aarhus University, Aarhus, Denmark. Rom@econ.au.dk.
NPJ science of learning
|April 16, 2025
概括
小组教学显著提高了丹麦学校扎的学生的数学技能. 早年级干预措施显示出持久的好处,为公立教育提供了具有成本效益的改进.
科学领域:
- 教育心理学教育心理学
- 教育的经济学教育的经济学
- 公共政策 公共政策
背景情况:
- 丹麦的公立学校有一个高质量的系统.
- 针对2年级和8年级数学成绩最低的20%是非常重要的.
- 小组指导是一种潜在的干预策略.
研究的目的:
- 实施和测试小组指导干预的三个变体.
- 为了提高低成绩学生的数学能力.
- 分析即时和中期影响和成本效益.
主要方法:
- 在丹麦公立学校进行了两阶段随机试验.
- 干预的目标是2年级和8年级数学成绩最低的20%.
- 计算了对数学能力和成本效益的影响.
主要成果:
- 几种干预变体显示出大,积极和成本效益的影响.
- 2级干预措施在中期表现出持续的积极效果.
- 八级干预显示了积极的直接影响,但在中期趋于消失.
结论:
- 小组教学是一种高效和具有成本效益的策略,用于提高早期年级的数学技能.
- 干预的持续性因年级而异,早期的年级显示出更持久的好处.
- 有针对性的干预措施甚至可以在高质量的教育系统内取得显著的改善.
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