向使用 CRA-I 有困难的学生教授部分积乘法算法

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
Vanessa M. Hinton, Margaret M. Flores
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引用次数: 0

摘要

有效的数学干预应该是明确的,包括让学生积极参与数学概念的多种表征。具体-表象-抽象-综合(CRA-I)序列包含了这些特点,并已被证明是针对数学学习有困难的学生的有效做法。本研究的目的是使用 CRA-I 来教授部分积算法。在多层次支持系统中接受第三层教学的三名五年级学生参与了这项研究,他们使用了基数为 10 的积木、数列和数组。研究人员采用了跨学生的多重探究设计,收集了有关学生的学习进度、掌握程度和概念理解的数据。CRA-I 与进度、掌握程度和概念理解相关的各项技能之间存在函数关系。本文将讨论其影响和结论。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Teaching the partial products multiplication algorithm to students who struggle using CRA‐I
Effective mathematics interventions should be explicit and include students’ active involvement with multiple representations of the mathematical concept. The concrete‐representational‐abstract‐integrated (CRA‐I) sequence includes these characteristics and has been shown as an effective practice for students who struggle in mathematics. The purpose of the current study was to use CRA‐I, to teach the partial products algorithm. Three fifth‐grade students receiving Tier 3 instruction within a multi‐tiered system of support participated in the study, using base 10 blocks, number lines, and arrays. The researchers used a multiple probe across students design and collected data regarding students’ progress, mastery, and conceptual understanding. There were functional relations between CRA‐I and each of the skills related to progress, mastery, and conceptual understanding. Implications and conclusions will be discussed.
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来源期刊
Psychology in the Schools
Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.00
自引率
5.00%
发文量
200
期刊介绍: Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.
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