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Teaching addition strategies to students with learning difficulties
Autism & Developmental Language Impairments Pub Date : 2021-09-28 , DOI: 10.1177/23969415211045324
Irene Polo-Blanco 1 , Eva M González López 1
Affiliation  

Background & aims

In recent years, there has been an increased interest in analyzing the mathematical performance of students with learning difficulties in order to provide them with teaching methods adapted to their needs. In particular, the importance of studying the type of informal strategy that students use when solving problems has been highlighted. Observing how these strategies emerge and develop in children with learning difficulties is crucial, as it allows us to understand how they develop a subsequent understanding of arithmetic operations. In this paper we study the effect of explicit instruction in addition strategies, focusing on the minimum addend strategy, and analyze the difficulties that arise during this process.

Methods

An adapted multiple-probe design across students with a microgenetic approach was employed to assess the effectiveness of the teaching instruction and the acquisition of the minimum addend strategy while solving addition word problems. The participants were three primary-school children (two boys and one girl) with learning difficulties, one of them diagnosed with autism spectrum disorder. The instruction on the minimum addend strategy was sequenced into levels of abstraction based on the addends represented with and without manipulatives.

Results

The results show that the three participants were able to acquire the minimum addend strategy and transfer it to two-step problems. They all showed difficulties during the instructional process, with quantity comparison difficulties predominating. The instruction provided to address these and other difficulties is detailed for each participant.

Conclusions

The teaching of the minimum addend strategy has proven effective, and all three students acquired it throughout the instruction. The results concerning the student diagnosed with autism spectrum disorder are especially interesting given the lack of studies that focus on the strategies employed by students with this disorder to solve arithmetic problems. In this sense, the use of the microgenetic approach was especially useful to observe the type of spontaneous strategies used by this participant, and how they varied in response to the instruction.

Implications

Each study participant faced different difficulties and needed different periods of time to assimilate the new strategy. Conclusions are drawn for educators to help children with learning difficulties advance to more sophisticated strategies, so they can acquire these and subsequent mathematical concepts.



中文翻译:

向有学习困难的学生教授加法策略

背景与目标

近年来,人们越来越关注分析有学习困难的学生的数学表现,以便为他们提供适合他们需要的教学方法。特别强调了研究学生在解决问题时使用的非正式策略类型的重要性。观察这些策略如何在有学习困难的儿童中出现和发展是至关重要的,因为它使我们能够了解他们如何发展对算术运算的后续理解。在本文中,我们研究了加法策略中显式指令的效果,重点关注最小加数策略,并分析了在此过程中出现的困难。

方法

采用微观遗传方法对学生进行适应性多探针设计,以评估教学指导的有效性和在解决加法应用题时获得最小加数策略。参与者是三名有学习困难的小学生(两男一女),其中一名被诊断患有自闭症谱系障碍。关于最小加数策略的说明根据有和没有操纵符表示的加数按抽象级别排序。

结果

结果表明,三名参与者能够获得最小加数策略并将其转移到两步问题。他们在教学过程中都表现出困难,数量比较困难占主导地位。为解决这些和其他困难而提供的说明针对每个参与者都有详细说明。

结论

最小加数策略的教学被证明是有效的,三个学生都在整个教学过程中掌握了它。鉴于缺乏针对患有这种障碍的学生解决算术问题所采用的策略的研究,关于被诊断患有自闭症谱系障碍的学生的结果特别有趣。从这个意义上说,微观遗传学方法的使用对于观察该参与者使用的自发策略类型以及它们如何响应指令而变化特别有用。

启示

每个研究参与者都面临不同的困难,需要不同的时间来吸收新策略。得出的结论是,教育工作者可以帮助有学习困难的儿童发展到更复杂的策略,这样他们就可以获得这些以及随后的数学概念。

更新日期:2021-09-28
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