{"title":"针对法国幼儿园弱势儿童的算术单词问题干预措施","authors":"Marie-Caroline Croset, Sébastien Caudron, Laure Mondelain, Ahmed Zaher, Hamid Chaachoua, Karine Mazens","doi":"10.1007/s10212-024-00861-2","DOIUrl":null,"url":null,"abstract":"<p>Previous research has shown the importance of conducting early interventions in mathematics in disadvantaged children. Solving arithmetical word problems is a field in which children particularly fail. In this study, preschoolers from disadvantaged French public schools (<i>n</i> = 101; <i>M</i><sub>age</sub> = 5–6) were taught strategies for using fingers to solve arithmetic word problems and compared with a control group. The intervention consisted of collective rituals based on learning finger patterns and 7 sessions spread over 4 weeks, for about 20 min, focusing on explaining how to use the fingers to solve problems. The results showed that the intervention has a significant post-test impact on the targeted transformation problem-solving skill and that children with lower performances in problem-solving at the pre-test benefited more from the intervention. The intervention also indirectly benefited the other problem-solving skills. However, there was no intervention effect on the arithmetic addition task. Our research highlights that an intervention focused on the explicit teaching of finger strategies for problem-solving can be successfully implemented into ecological learning contexts, especially in disadvantaged areas.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"1 1","pages":""},"PeriodicalIF":2.7000,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"An arithmetical word problem-solving intervention for disadvantaged French kindergarten children\",\"authors\":\"Marie-Caroline Croset, Sébastien Caudron, Laure Mondelain, Ahmed Zaher, Hamid Chaachoua, Karine Mazens\",\"doi\":\"10.1007/s10212-024-00861-2\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Previous research has shown the importance of conducting early interventions in mathematics in disadvantaged children. Solving arithmetical word problems is a field in which children particularly fail. In this study, preschoolers from disadvantaged French public schools (<i>n</i> = 101; <i>M</i><sub>age</sub> = 5–6) were taught strategies for using fingers to solve arithmetic word problems and compared with a control group. The intervention consisted of collective rituals based on learning finger patterns and 7 sessions spread over 4 weeks, for about 20 min, focusing on explaining how to use the fingers to solve problems. The results showed that the intervention has a significant post-test impact on the targeted transformation problem-solving skill and that children with lower performances in problem-solving at the pre-test benefited more from the intervention. The intervention also indirectly benefited the other problem-solving skills. However, there was no intervention effect on the arithmetic addition task. Our research highlights that an intervention focused on the explicit teaching of finger strategies for problem-solving can be successfully implemented into ecological learning contexts, especially in disadvantaged areas.</p>\",\"PeriodicalId\":47800,\"journal\":{\"name\":\"European Journal of Psychology of Education\",\"volume\":\"1 1\",\"pages\":\"\"},\"PeriodicalIF\":2.7000,\"publicationDate\":\"2024-06-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"European Journal of Psychology of Education\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1007/s10212-024-00861-2\",\"RegionNum\":2,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Psychology of Education","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s10212-024-00861-2","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
An arithmetical word problem-solving intervention for disadvantaged French kindergarten children
Previous research has shown the importance of conducting early interventions in mathematics in disadvantaged children. Solving arithmetical word problems is a field in which children particularly fail. In this study, preschoolers from disadvantaged French public schools (n = 101; Mage = 5–6) were taught strategies for using fingers to solve arithmetic word problems and compared with a control group. The intervention consisted of collective rituals based on learning finger patterns and 7 sessions spread over 4 weeks, for about 20 min, focusing on explaining how to use the fingers to solve problems. The results showed that the intervention has a significant post-test impact on the targeted transformation problem-solving skill and that children with lower performances in problem-solving at the pre-test benefited more from the intervention. The intervention also indirectly benefited the other problem-solving skills. However, there was no intervention effect on the arithmetic addition task. Our research highlights that an intervention focused on the explicit teaching of finger strategies for problem-solving can be successfully implemented into ecological learning contexts, especially in disadvantaged areas.
期刊介绍：
The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.
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