数学干预的综合 高中学生与数学困难的干预
S Blair Payne1, Sarah R Powell2, Erica C Fry3
1University of South Carolina, Columbia, USA.
Journal of learning disabilities
|October 28, 2025
概括
这项研究综合了21个高中数学干预方案,用于数学困难 (MD) 的学生. 大多数干预措施都显示出积极的结果,突出了明确指导和技术使用等策略.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 学习科学 学习科学
背景情况:
- 高中数学能力显著影响学生的学术,健康和财务未来.
- 高中 (9-12年级) 数学困难 (MD) 需要有针对性的干预措施,以改善学生的成绩.
研究的目的:
- 综合现有的研究对高中生经历数学困难的数学干预措施.
- 为了确定高中数学干预中有效的教学策略和研究差距.
主要方法:
- 21项研究的系统综合,涉及197名高中学生 (9-12年级).
- 分析的重点是干预效率,教学策略,研究设计和内容领域.
主要成果:
- 在21项研究中,15项报告了数学干预的积极结果.
- 常见的策略包括明确的指令,技术整合,词汇重点,表示的使用,和单词问题指令.
- 大多数研究都采用单个案例设计,并专注于早期代数内容.
结论:
- 数学干预措施对具有数学困难的高中生来说是有希望的.
- 有效的策略涉及明确的指令,技术和有针对性的内容,如早期代数.
- 需要进一步的研究来扩大高中层面的干预研究.
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