数学自我概念、兴趣和成绩之间的发展关系:单独授课和共同授课班级的比较

IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Hans Lehikoinen, Pertti Väisänen, Sari Havu-Nuutinen, Kristiina Lappalainen, Markku Niemivirta
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引用次数: 0

摘要

本研究探讨了共同教学在培养学生数学学习动机和提高数学成绩方面的作用。更具体地说,我们研究了六年级学生(146 人)的数学自我概念和个人兴趣在一学年中的变化,这些变化与数学成绩之间的关系,以及最重要的是,这些变化在合作教学和单独教学条件下是否存在差异。合作教学条件包括三个班级的 70 名学生,由一对教师教授数学;单独教学条件包括四个班级的 76 名学生,由个别班主任教授数学。设计包括三次数学自我概念和兴趣的重复测量,以及数学考试成绩和教师评定的数学成绩的前后测量。一系列潜在的成长曲线分析表明,随着时间的推移,自我概念和个人兴趣都在下降,而且这些变化密切相关:自我概念下降,兴趣也随之下降,反之亦然。自我概念和兴趣的变化与以前的成绩无关,也不能预测以后的成绩。联合教学组的学生在学年结束时成绩较好,但在自我概念和个人兴趣的发展方面,两种教学条件之间没有发现差异。也就是说,共同教学有助于数学成绩的提高,但这并不以数学学习动机的变化为中介。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Developmental relations between mathematics self-concept, interest, and achievement: A comparison of solo- and co-taught classes

Developmental relations between mathematics self-concept, interest, and achievement: A comparison of solo- and co-taught classes

This study investigated the role of co-teaching in the development of students’ mathematics motivation and achievement. More specifically, we examined how sixth-grade students’ (N = 146) mathematics self-concept and individual interest changed over one school year, how these changes were related to each other and to mathematics achievement, and, most importantly, whether they differed between co-teaching and solo-teaching conditions. The co-teaching condition included 70 students in three classes with mathematics taught by pairs of teachers, while the solo-teaching condition included 76 students in four classes with mathematics taught by individual class teachers. The design included three repeated measures of mathematics self-concept and interest as well as pre- and post-measures of mathematics test performance and teacher-rated mathematics grades. A series of latent growth curve analyses showed both self-concept and individual interest to decline over time, and these changes to be strongly correlated: as self-concept decreased, so did interest, and vice versa. The changes in self-concept and interest were independent of prior achievement and did not predict later achievement either. Students in the co-taught group received better grades at the end of the year, but no differences in the development of self-concept and individual interest were found between the teaching conditions. That is, co-teaching contributed to improvement in mathematics achievement, but this was not mediated by changes in mathematics motivation.

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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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