ABSTRACT

The purpose of this study was to assess the effectiveness of explicit instruction, compared to constructivist instruction, in teaching subtraction in schools with a high concentration of students from a disadvantaged social background: eighty-seven second graders (mean age in months = 90.95, SD = 5.30). Two groups received explicit versus constructivist instruction during 5 weeks. Pre- and posttest analyses were conducted to compare the effects of the instruction type on subtraction skills taught through the partitioning subtraction method. Results showed that although all students progressed between both evaluations, those who received explicit instruction performed better. The findings from this study suggest that explicit instruction teaching is a promising approach in supporting the learning of mathematical knowledge for low-achieving students from disadvantaged social background. A larger scale study comparing the outcomes of children from different socioeconomic backgrounds would be needed to extend the applicability of the positive effects of this study.

摘要

这项研究的目的是评估与建构主义教学相比，显性教学在弱势社会背景高浓度学生集中学校的减法教学中的有效性：八十七年级（平均月数= 90.95，SD = 5.30）。两组在5周内接受了显式与建构主义的指导。进行了测试前和测试后的分析，以比较指令类型对通过分区减法所教的减法技能的影响。结果表明，尽管所有学生在两次评估之间均取得了进步，但接受明确指导的学生表现更好。这项研究的结果表明，明确的教学是一种有前途的方法，可以支持来自社会弱势群体的低成就学生学习数学知识。需要扩大规模的研究，比较来自不同社会经济背景的儿童的结局，以扩大这项研究的积极作用的适用性。