一个封面复制-复制-比较应用程序的有效性,以发展中学学生的数学程序流利与直线图表
Jacob Strauss1, Colin Foster1, Tim Jay2
1Department of Mathematics Education, Loughborough University, Schofield Building, Loughborough, LE11 3TU UK.
概括
封面复制-比较 (CCC) 提高了中学学生的数学流程流性,而不是标准练习. 这种自主管理的学习方法对中等教育中复杂的程序有很大的希望.
科学领域:
- 教育心理学教育心理学
- 数学教育教育 数学教育
- 教育技术的教育技术
背景情况:
- 封面复制-比较 (CCC) 是一种自我管理的学习策略,有效提高基础数学技能.
- 之前关于CCC的研究主要集中在小学数学上.
- 中学教育中的复杂,多步骤的程序尚未广泛研究CCC.
研究的目的:
- 调查一款新的Cover-copy-compare (CCC) 应用程序在教中学生复杂的数学程序方面的有效性.
- 为了比较CCC应用程序与非CCC应用程序对学生程序流性的影响.
主要方法:
- 一项随机对照试验与224名年龄在14-16岁的学生进行.
- 参与者在类似的技术环境中使用了新的CCC应用程序或非CCC应用程序.
- 这两个应用程序都专注于教学生找到给定两个点的直线的方程.
主要成果:
- 与使用非CCC应用程序的学生相比,使用CCC应用程序的学生在程序流性方面取得了显著的改善.
- 该研究发现,CCC对于二级数学中复杂的多步骤程序是有效的.
结论:
- 封面复制-比较 (CCC) 具有强大的潜力,可以提高中学数学中程序流性.
- 这些发现支持CCC适应在小学以外的更复杂的程序.
- 建议进行进一步的研究,以探索CCC在各种中学科目和程序中的应用.
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