The Effect of Model-Based Problem Solving on the Performance of Students Who are Struggling in Mathematics

IF 1.4 4区教育学 Q3 EDUCATION, SPECIAL

Journal of Special Education Pub Date : 2023-03-15 DOI:10.1177/00224669231157032

Yan Ping Xin, Soojung Kim, Qingli Lei, Bingyu Liu, Shuang Wei, Signe E. Kastberg, Yingjie Chen

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引用次数: 2

Abstract

The U.S. Nation’s Report Card reveals that lower performing students exhibited greater achievement decline than their average/high performing peers based on 2022 long-term trend mathematics assessments for age 9 students. Technology, including computer-assisted instruction, plays an important role in today’s dynamic learning environments. Currently, there is a lack of computer-assisted intervention programs that systematically teach generalized word problem-solving skills that are driven by mathematical models. Model-based problem solving (MBPS) is one of the essential emphases in the Common Core mathematical practice standards. This study investigated the effects of a web-based computer tutor, MBPS, on enhancing word problem-solving performance of elementary students who are struggling in mathematics. The MBPS tutor incorporates best practices that are identified by the Institute of Educational Sciences’ (IES) latest practice guide, including providing systematic instruction, visual and verbal supports, and teaching of precise mathematical language. Findings indicate that the MBPS tutor boosted participants’ performance above and beyond the business-as-usual comparison group.

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基于模型的问题解决对数学困难学生成绩的影响

美国国家报告卡显示，根据2022年9岁学生的长期趋势数学评估，表现较差的学生比表现一般/表现良好的同龄人表现出更大的成绩下降。技术，包括计算机辅助教学，在当今动态的学习环境中发挥着重要作用。目前，缺乏计算机辅助干预程序，系统地教授由数学模型驱动的通用单词解决问题的技能。基于模型的问题解决(MBPS)是共同核心数学实践标准的重点之一。本研究旨在探讨基于网路的电脑辅导系统MBPS对提高数学困难小学生的解题能力的效果。MBPS导师结合了教育科学研究所(IES)最新实践指南确定的最佳实践，包括提供系统的指导，视觉和口头支持，以及精确的数学语言教学。研究结果表明，MBPS导师提高了参与者的表现，超过了一切照旧的对照组。

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

Journal of Special Education EDUCATION, SPECIAL-

CiteScore

4.30

自引率

0.00%

发文量

期刊介绍： The Journal of Special Education (JSE) is a multidisciplinary publication presenting primary research and scholarly reviews related to special education. The goal of this journal is to add to current scholarship and provide a sense of emerging directions in the field. Manuscripts initially are screened for (a) appropriateness of content for JSE, (b) adherence to guidelines specified in the APA publication manual, (c) readability of text, and (d) explicit statement of implications for the practice of special education.

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