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Accelerating mathematics word problem-solving performance and efficacy with think-aloud strategies
South African Journal of Childhood Education Pub Date : 2019-10-16 , DOI: 10.4102/sajce.v9i1.716
Piia M. Björn , Aino Äikäs , Airi Hakkarainen , Minna Kyttälä , Lynn S. Fuchs

Background: The previous body of research literature has reported several separate cognitive processes relevant in solving mathematics wps. Therefore, it is of the essence to seek for effective intervention and instruction for students in need for support in learning. Aim: This article reports the outcome of an intervention targeted at mathematics word problem (wp) skills. Setting: This study included three data collection points: (1) Premeasurements, (2) post-measurements and (3) follow-up measurements. Pre-measurements were performed in August, post-measurements immediately after the intervention period in October and follow-up measurements in December. Methods: A programme, which included face-to-face support in mathematics wp strategies with the think-aloud protocol, was applied. The participants were 28 Finnish third-graders (14 training group students and 14 control students). Their mathematics wp skills were tested three times (pre-, post- and follow-up assessments). The groups were matched by gender, family type and the mathematics wp pre-measurement score level. The groups differed neither by literacy skills (i.e. technical reading, reading comprehension) nor by task orientation at baseline. Results: Some acceleration of mathematics wp skills among the training group students was found but the growth dramatically declined as soon as the face-to-face support stopped. The results further showed improvement in the efficacy of correct answers or attempted mathematics wp items among training group students. Conclusion: The results suggested that training consisting of face-to-face support is crucial for accelerating mathematics wp strategies among students struggling with mathematics. Repeated, cyclic periods of support are suggested for sustained effect.

中文翻译:

通过思考策略提高数学单词解决问题的能力和功效

背景:先前的研究文献已经报道了与解决数学wps相关的几个单独的认知过程。因此,对于需要学习支持的学生寻求有效的干预和指导至关重要。目的:本文报告针对数学单词问题(wp)技能的干预措施的结果。地点:该研究包括三个数据收集点:(1)预先测量,(2)后测量和(3)后续测量。预先测量在8月进行,后续测量在10月的干预期之后立即进行,后续测量在12月进行。方法:应用了一个程序,该程序包括具有“思考方式”协议的数学wp策略的面对面支持。参加者为28名芬兰三年级学生(14名培训小组学生和14名对照学生)。他们的数学wp技能经过了3次测试(前,后和后续评估)。各组按性别,家庭类型和数学wp预测分数水平进行匹配。两组的读写能力(即技术阅读,阅读理解)或基线的任务导向都没有差异。结果:在培训小组的学生中发现了数学wp技能的提升,但是当面对面的支持停止后,其增长急剧下降。结果进一步表明,在训练组的学生中,正确答案或尝试过的数学wp项的功效有所提高。结论:结果表明,由面对面支持组成的培训对于加快数学难题学生的数学wp策略至关重要。建议重复,周期性的支持期以保持效果。
更新日期:2019-10-16
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