An arithmetical word problem-solving intervention for disadvantaged French kindergarten children

IF 2.7 2区心理学 Q2 PSYCHOLOGY, EDUCATIONAL

European Journal of Psychology of Education Pub Date : 2024-06-26 DOI:10.1007/s10212-024-00861-2

Marie-Caroline Croset, Sébastien Caudron, Laure Mondelain, Ahmed Zaher, Hamid Chaachoua, Karine Mazens

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Abstract

Previous research has shown the importance of conducting early interventions in mathematics in disadvantaged children. Solving arithmetical word problems is a field in which children particularly fail. In this study, preschoolers from disadvantaged French public schools (n = 101; M_age = 5–6) were taught strategies for using fingers to solve arithmetic word problems and compared with a control group. The intervention consisted of collective rituals based on learning finger patterns and 7 sessions spread over 4 weeks, for about 20 min, focusing on explaining how to use the fingers to solve problems. The results showed that the intervention has a significant post-test impact on the targeted transformation problem-solving skill and that children with lower performances in problem-solving at the pre-test benefited more from the intervention. The intervention also indirectly benefited the other problem-solving skills. However, there was no intervention effect on the arithmetic addition task. Our research highlights that an intervention focused on the explicit teaching of finger strategies for problem-solving can be successfully implemented into ecological learning contexts, especially in disadvantaged areas.

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针对法国幼儿园弱势儿童的算术单词问题干预措施

以往的研究表明，对弱势儿童进行早期数学干预非常重要。解决算术文字问题是儿童特别容易失败的领域。本研究向来自法国公立学校的贫困学龄前儿童（n = 101；Mage = 5-6）传授了使用手指解决算术文字题的策略，并与对照组进行了比较。干预措施包括以学习手指模式为基础的集体仪式和为期 4 周的 7 次课程，每次约 20 分钟，重点讲解如何使用手指解决问题。结果表明，干预措施对目标转化问题解决技能的测试后影响显著，而且在测试前问题解决能力较差的儿童从干预措施中获益更多。干预也间接地提高了其他解决问题的能力。然而，干预对算术加法任务没有影响。我们的研究强调，以明确教授解决问题的手指策略为重点的干预措施可以在生态学习环境中成功实施，尤其是在贫困地区。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal of Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.30

自引率

3.30%

发文量

期刊介绍： The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.