Abstract

This study used integrative data analysis (Curran & Hussong, 2009 Curran, P. J., & Hussong, A. M. (2009). Integrative data analysis: The simultaneous analysis of multiple data sets. Psychological Methods, 14(2), 81–100. doi:10.1037/a0015914[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]), which allows combining data from different studies, to examine the generalizability of a research-based mathematics program, schema-based instruction (SBI), with a focus on proportional reasoning. Data were pooled from existing SBI studies spanning three U.S. states in which teachers and their classrooms were randomly assigned to either a SBI or control condition. Results of a series of multilevel (i.e., two-level, students within teachers) models indicated the effectiveness of SBI in improving students’ mathematical problem-solving performance. The pooled data findings clarify that SBI improves students’ mathematical problem solving more so for proximal than distal measures. These findings also show Black and Hispanic students continue to lag behind White students, that teachers with more experience tend to be associated with higher performing classrooms, and that increasing concentrations of students eligible for free or reduced price lunch and students receiving special education services are generally associated with weaker performances. Implications of these findings are discussed.

摘要

本研究使用综合数据分析 (Curran & Hussong, 2009 Curran, PJ和Hussong, AM ( 2009 年)。综合数据分析：同时分析多个数据集。心理方法, 14 (2), 81 – 100。doi: 10.1037/a0015914 [Crossref], [PubMed], [Web of Science®]  , [Google Scholar])，它允许结合来自不同研究的数据，以检查基于研究的数学程序、基于模式的教学 (SBI) 的普遍性，重点是比例推理。数据来自现有的 SBI 研究，跨越美国三个州，其中教师和他们的教室被随机分配到 SBI 或控制条件。一系列多层次（即两层次，教师中的学生）模型的结果表明 SBI 在提高学生数学问题解决能力方面的有效性。汇总数据的结果表明，SBI 更能提高学生解决数学问题的能力，因为它是近端测量而不是远端测量。这些发现还表明黑人和西班牙裔学生继续落后于白人学生，经验丰富的教师往往与表现更好的课堂有关，并且有资格获得免费或减价午餐的学生和接受特殊教育服务的学生越来越集中，通常与表现较差有关。讨论了这些发现的含义。