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Mathematics performance on integers of students with mathematics difficulties
The Journal of Mathematical Behavior Pub Date : 2020-06-01 , DOI: 10.1016/j.jmathb.2020.100776
Diane Pedrotty Bryant , Brian R. Bryant , Barbara Dougherty , Greg Roberts , Kathleen Hughes Pfannenstiel , Jihyun Lee

Abstract The purpose of this study was to report on findings regarding an integer module intervention. We provided the effects of the integers module lessons intervention on the mathematics performance of 7th grade students with mathematics difficulties. We provided an analysis of the mathematics interventionists’ and their students’ perspectives about the integer module to help explain the findings. A total of 908 students participated in the study and were randomized to one of two conditions. The research design was class-randomized with classes allocated to the treatment or control condition. The analyses showed that the condition predicted students’ slope estimate, on average (β = 0.61, p = .004) where students receiving treatment made greater gains than students in the control condition. Regarding the interventionists’ and students’ perspectives about the integer module lessons, both interventionists and students had overall positive ratings of the intervention components. Implications of these findings are discussed.

中文翻译:

数学困难学生整数的数学表现

摘要 本研究的目的是报告有关整数模块干预的发现。我们提供了整数模块课程干预对七年级数学困难学生数学成绩的影响。我们分析了数学干预者及其学生对整数模块的看法,以帮助解释这些发现。共有 908 名学生参加了这项研究,并被随机分配到两种情况之一。研究设计是随机分组的,类别分配到治疗或对照条件。分析表明,该条件预测了学生的斜率估计值,平均而言 (β = 0.61, p = .004),其中接受治疗的学生比处于控制条件的学生获得更大的收益。关于干预者和学生对整体模块课程的看法,干预者和学生对干预成分的总体评价都是积极的。讨论了这些发现的含义。
更新日期:2020-06-01
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