How Much Guidance Do Students Need? An Intervention Study on Kindergarten Mathematics with Manipulatives

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL
E. Horan, M. Carr
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引用次数: 3

Abstract

Research has shown that the efficacy of learning with manipulatives (e.g., fingers, blocks, or coins) is affected by multiple variables, including the amount of guidance teachers provide during learning. However, there is no consensus on how much guidance is necessary when learning with manipulatives. The goal of this study was to examine the optimal level of guidance during instruction with manipulatives. The focus was on the timing and level of guidance. The researcher taught students a lesson on counting from one to 10 with pennies and nickel strips. Kindergarten students were taught over five consecutive days in one of four conditions: high guidance, low guidance, high guidance that transitioned to low guidance, and low guidance that transitioned to high guidance. Results showed no difference in learning across the conditions. These results provide valuable information to teachers on the areas of mathematics that do not require the effort of high guidance. 
学生需要多少指导?幼儿园数学操作干预研究
研究表明,使用操纵器(如手指、积木或硬币)学习的效果受到多个变量的影响,包括教师在学习过程中提供的指导量。然而,对于在使用操纵器学习时需要多少指导,目前还没有达成共识。本研究的目的是检验在使用操纵器进行教学时的最佳指导水平。重点是指导的时间和水平。研究人员给学生们上了一堂用便士和镍条从1到10计数的课。幼儿园学生在四种条件下连续五天接受教学:高指导、低指导、高指导转变为低指导和低指导转变为高指导。结果显示,不同条件下的学习没有差异。这些结果为教师提供了不需要高度指导的数学领域的宝贵信息。
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
CiteScore
1.90
自引率
0.00%
发文量
13
审稿时长
8 weeks
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