Examining the Role of Domain-General Skills in Mathematics Learning and Intervention Response in Kindergarten

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL
Lina Shanley, Ben Clarke, Keith Smolkowski, Christian T. Doabler, Evangeline C. Kurtz-Nelson, Hank Fien
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引用次数: 0

Abstract

Effective early mathematics instruction is critical to support long-term mathematics achievement. Given that student response to typical instruction varies, a range of mathematics interventions have been developed to support foundational mathematics development. However, not all students respond to these interventions. To better understand factors associated with intervention response, the current study explored how domain general cognitive skills were associated with intervention response for 621 kindergarten students with or at risk for mathematics difficulties. Results indicated that although domain general skills were associated with mathematics achievement, there was no evidence of differential response to intervention based on cognitive skills. When examining differences while holding initial mathematics skill constant, there was a non-significant, but potentially important pattern of students with higher domain general skills demonstrating greater mathematics gains as a result of intervention participation. Implications for mathematics intervention and curriculum development, including potentially impactful instructional approaches and cognitive scaffolds are discussed.

领域通用技能在幼儿园数学学习和干预反应中的作用研究
有效的早期数学教学是支持长期数学成就的关键。鉴于学生对典型教学的反应各不相同,已经开发了一系列数学干预措施来支持基础数学的发展。然而,并不是所有的学生都对这些干预有反应。为了更好地了解与干预反应相关的因素,本研究对621名有或有数学困难风险的幼儿园学生进行了研究,探讨了领域一般认知技能与干预反应的关系。结果表明,虽然领域一般技能与数学成绩相关,但没有证据表明认知技能干预的差异反应。当在保持初始数学技能不变的情况下检查差异时,有一个不显著但潜在重要的模式,即具有较高领域一般技能的学生在干预参与后表现出更大的数学收益。对数学干预和课程发展的影响,包括潜在的影响教学方法和认知支架进行了讨论。
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
2.60
自引率
11.10%
发文量
21
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