一个家庭的数学干预促进了父母和孩子的数学对话在四个时间点的线性增长
Rebecca McGregor Reiner1, Diana Leyva1, Scott Fraundorf1
1Department of Psychology, Learning Research and Development Center, University of Pittsburgh.
Developmental psychology
|November 3, 2025
概括
数学让我四次干预有效地在六周内线性地增加了父母和孩子的数学谈话. 这种增长在特定的数学领域被观察到,与没有显示任何变化的对照组不同.
科学领域:
- 发展心理学 发展心理学
- 教育心理学教育心理学
- 家庭研究 家庭研究
背景情况:
- 家庭的数学参与对于早期的数学技能至关重要.
- 之前的研究缺乏关于父母与孩子之间的数学谈话成长形状的模型.
- 干预研究从建模增长中受益,以了解变化动态.
研究的目的:
- 模拟成长的形状在父母-孩子的数学谈话.
- 为了评估试点数学做了4我干预对数学谈话的影响.
- 识别特定的数学子域和增长的背景.
主要方法:
- 试点研究为期6周的Math Made 4 Me干预.
- 有四个数据收集点的纵向设计 (预测,第2,4周,测试后).
- 通过使用线性和二次性混合效应模型,分析父子双元的数学谈话.
主要成果:
- 线性模型在干预组中最好地解释了亲子数学谈话的增长.
- 在对照组中没有观察到数学谈话的显著变化.
- 在计数,比较和加法/减法子域中显而易见的线性增长,根据上下文而异.
结论:
- 数学创造了4个我 干预促进了亲子数学谈话的线性增长.
- 干预措施可以有效地增加对高频和低频数学子域的参与.
- 了解生长的形状为干预设计提供了宝贵的见解.
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