中学学习障碍学生代数概念和技能干预措施的系统回顾

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL
Jihyun Lee, Diane Pedrotty Bryant, Min Wook Ok, Mikyung Shin
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引用次数: 6

摘要

提高学习障碍中学生的代数概念和技能对他们在大学和就业市场上的成功至关重要。本研究回顾了12项研究,以检验学习障碍学生在代数概念和能力方面的干预措施。结果表明,在国家数学共同核心标准(CCSSM)内容标准方面,大多数研究涉及线性方程和表达式、线性不等式和二次表达式;他们表明,在干预之后,学生在代数概念和技能方面的表现有所改善。所计算的干预效应的Tau-U和Hedges ' g通常较大或非常大。干预中最常用的教学成分是多重表征,一系列和/或一系列例子,以及明确的指导。讨论了今后研究的局限性和建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A Systematic Review of Interventions for Algebraic Concepts and Skills of Secondary Students with Learning Disabilities

Improving the algebraic concepts and skills of secondary school students with learning disabilities is critical for their success in college and in the job market. This research reviewed 12 studies to examine interventions for students with learning disabilities in relation to algebraic notions and competencies. The results indicate that in regard to the Common Core State Standards for Mathematics (CCSSM) Content Standards, the majority of the studies address linear equations and expressions, linear inequalities, and quadratic expressions; they show that following interventions, students’ performance improved with respect to algebraic concepts and skills. The Tau-U and Hedges’ g of the intervention effects computed were typically large or very large. The most commonly used instructional components in the interventions were multiple representations, a sequence and/or range of examples, and explicit instruction. Limitations and suggestions for future research are discussed.

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来源期刊
CiteScore
2.60
自引率
11.10%
发文量
21
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