在早期数学教科书中的重复和增长模式教科书
Amanda Grenell1, Ellie Hine1, Emily R Fyfe1
1Indiana University.
概括
早期的数学课程很少包括明确的模式任务,而现有的任务往往太简单了. 这种与研究失调可能会阻碍孩子的学习.
科学领域:
- 幼儿教育 儿童早期教育
- 数学教育教育 数学教育
- 认知发展 认知发展
背景情况:
- 越来越多的建议主张在早期数学标准和课程中明确的模式任务.
- 目前的课程与关于儿童早期模式技能发展的研究之间的协调是一个关键考虑因素.
研究的目的:
- 在美国广泛使用的早期数学课程中量化明确模式任务的流行和核心特征.
- 评估这些模式任务与早期模式技能发展的基于研究的建议的协调程度.
主要方法:
- 对幼儿园和一年级的五种早期数学课程材料的分析.
- 量化明确模式的频率,并对其类型 (重复与增长) 和特征进行分类.
主要成果:
- 明确的图案很少出现,在幼儿园每20页出现一次,在一年级每60页出现一次.
- 重复模式占主导地位 (73%),而不是成长模式 (27%),在幼儿园和一年级之间重点略有转变.
- 大多数模式任务都是简单的,缺乏复杂性和结构的可变性,与研究建议不一致.
结论:
- 目前的早期数学课程在包含和复杂的明确模式任务方面存在很大的差距.
- 需要在课程中改进模式任务特征,以更好地支持儿童的学习和发展模式技能.
- 未来的努力应侧重于将教育材料与基于研究的见解与有效的数学教学相结合.
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