英语学习者从代数中的实例对比中学习

IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Xiaojuan Ke, Kristie J. Newton
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引用次数: 0

摘要

比较是一般学习的重要机制,在过去的 15 年中,比较两个工作示例作为在主流课堂上学习代数的有效工具获得了支持。本研究旨在加深我们对 "修改语言支持-工作示例对"(MLS-WEPs)如何在 ESOL(以英语为母语者)环境中促进有效数学学习的理解。该研究调查了一种新颖的教学方法,以帮助英语学习者(ELs)更好地理解数学推理、解决问题和读写技能(听、读、写、说)。研究结果表明,MLS-WEP 不仅提高了英语学习者解决代数问题的能力,还提高了他们的书面解释能力,并使他们能够将这些能力迁移到不同的数学概念中。此外,在控制了英语语言学习者原有知识的情况下,MLS-WEPs干预措施在执行和解释计算方面的效果并不因他们的英语水平而异。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

English learners learn from worked example comparison in algebra

English learners learn from worked example comparison in algebra

Comparison is an important mechanism for learning in general, and comparing two worked examples has garnered support over the last 15 years as an effective tool for learning algebra in mainstream classrooms. This study was aimed at improving our understanding of how Modified for Language Support-Worked Example Pairs (MLS-WEPs) contribute to effective mathematics learning in an ESOL (English to Speakers of Other Languages) context. It investigated a novel instructional approach to help English Learners (ELs) develop better understanding in mathematical reasoning, problem solving, and literacy skills (listening, reading, writing, and speaking). Findings suggest that MLS-WEPs not only enhanced ELs’ ability to solve algebra problems, but it also improved their written explanation skills and enabled them to transfer such skills to different mathematical concepts. Moreover, when controlling for ELs’ prior knowledge, the effectiveness of the MLS-WEPs intervention for performing and explaining calculations did not vary by their English proficiency.

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来源期刊
CiteScore
4.80
自引率
4.00%
发文量
35
期刊介绍: Instructional Science, An International Journal of the Learning Sciences, promotes a deeper understanding of the nature, theory, and practice of learning and of environments in which learning occurs. The journal’s conception of learning, as well as of instruction, is broad, recognizing that there are many ways to stimulate and support learning. The journal encourages submission of research papers, covering a variety of perspectives from the learning sciences and learning, by people of all ages, in all areas of the curriculum, in technologically rich or lean environments, and in informal and formal learning contexts. Emphasizing reports of original empirical research, the journal provides space for full and detailed reporting of major studies. Regardless of the topic, papers published in the journal all make an explicit contribution to the science of learning and instruction by drawing out the implications for the design and implementation of learning environments. We particularly encourage the submission of papers that highlight the interaction between learning processes and learning environments, focus on meaningful learning, and recognize the role of context. Papers are characterized by methodological variety that ranges, for example, from experimental studies in laboratory settings, to qualitative studies, to design-based research in authentic learning settings.  The Editors will occasionally invite experts to write a review article on an important topic in the field.  When review articles are considered for publication, they must deal with central issues in the domain of learning and learning environments. The journal accepts replication studies. Such a study should replicate an important and seminal finding in the field, from a study which was originally conducted by a different research group. Most years, Instructional Science publishes a guest-edited thematic special issue on a topic central to the journal''s scope. Proposals for special issues can be sent to the Editor-in-Chief. Proposals will be discussed in Spring and Fall of each year, and the proposers will be notified afterwards.  To be considered for the Spring and Fall discussion, proposals should be sent to the Editor-in-Chief by March 1 and October 1, respectively.  Please note that articles that are submitted for a special issue will follow the same review process as regular articles.
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