学习科学对我们关于算术流性的教训
Nicole M McNeil1, Nancy C Jordan2, Alexandria A Viegut3
1Department of Psychology and Institute for Educational Initiatives, University of Notre Dame.
概括
高质量的数学教育提高了个人的生活和社会进步. 这篇文章提供了基于科学的算术流策略,将记忆和思维技能整合起来,以实现有效的学习.
科学领域:
- 认知科学 认知科学
- 教育心理学教育心理学
- 数学教育教育 数学教育
背景情况:
- 定义高质量的数学教育对于个人和社会的进步至关重要.
- 关于教学算术的辩论经常将记忆与思维策略相对立.
- 对于平衡方法的现有建议往往缺乏针对教育工作者的具体指导.
研究的目的:
- 定义算术流性及其重要性.
- 为了探索算术流的认知基础.
- 为促进算术流提供基于证据的建议.
主要方法:
- 借鉴发展性认知科学理论 (斯法德的过程-对象二元性,卡米洛夫-史密斯的隐式-显式知识连续).
- 对支持算术流性的认知结构和过程进行综合研究.
- 为教育工作者和政策制定者制定实际的,基于科学的建议.
主要成果:
- 记忆和思维策略是补充的,而不是对立的,在学习算术中的力量.
- 数学流得到了明确指令,检索实践和认知反思的混合支持.
- 具体建议包括进度监测,明确的战略指导和及时引入定时实践.
结论:
- 在认知科学的指导下,结合记忆和思维策略的平衡方法是算术流的关键.
- 教师和政策制定者可以利用这些以科学为基础的见解来改善数学教育.
- 确保获得有效的算术教学,赋予所有儿童权力.
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