联系教师的教学和学生的数学成绩:教师语言的作用
Jennie K Grammer1, Jennifer L Coffman1, Pooja Sidney2
1The University of North Carolina at Chapel Hill.
概括
在数学课上使用认知处理语言 (CPL) 的教师显著提高了二年级学生的数学流性和计算能力. 早期教育教学中更多的CPL导致了学生数学成绩的更大增长.
科学领域:
- 教育心理学教育心理学
- 儿童发展 儿童发展
- 数学教育教育 数学教育
背景情况:
- 高质量的早期教育环境与儿童的数学技能发展有关.
- 促进数学能力的特定教学实践仍未得到充分研究.
研究的目的:
- 研究教师的数学语言与学生的数学技能成长之间的关联.
- 为了确定数学教学中的认知处理语言 (CPL) 是否影响学生的成绩.
主要方法:
- 纵向研究分析二年级数学教学.
- 量化了教师谈话中认知处理语言 (CPL) 的使用情况.
- 与学生数学成绩的变化相关联的CPL暴露.
主要成果:
- 教师更多地使用CPL与学生数学成绩的提高有关.
- 暴露于CPL较高的儿童在数学流性方面表现出更大的增长.
- 在有更多CPL教学课堂的学生表现出更强的计算技能.
结论:
- 教师的语言,特别是CPL,在培养数学技能方面发挥着至关重要的作用.
- 认知处理语言 (CPL) 是提高数学成绩的关键教学元素.
- 研究结果强调了早期数学教育中特定语言策略的重要性.
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