{"title":"利用可视化学习有帮助：数学教育中可视化干预措施的荟萃分析","authors":"","doi":"10.1016/j.edurev.2024.100639","DOIUrl":null,"url":null,"abstract":"<div><p>Visualization has a long tradition in mathematics education and research on this topic has become more widespread in recent decades. In a meta-analysis (41 studies, <em>N</em> = 10,562), we aimed to synthesize the effects of learning with external visualizations on mathematics outcomes. We analyzed intervention, learner, and outcome characteristics as moderators. Overall, results of a random-effects model indicated a medium effect (<em>g</em> = 0.504, 95% CI [0.379, 0.630]) of visualization interventions on mathematics learning, with significant heterogeneity. Moderator analyses revealed that effect sizes were higher in quasi-experimental studies and when compared with business-as-usual conditions. These results emphasize the effectiveness of external visualization as a powerful tool to support mathematics learning, with positive and lasting effects across age groups and mathematical topics.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":9.6000,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1747938X24000484/pdfft?md5=7beb0dbec6e3cd832d693e31af123302&pid=1-s2.0-S1747938X24000484-main.pdf","citationCount":"0","resultStr":"{\"title\":\"Learning with visualizations helps: A meta-analysis of visualization interventions in mathematics education\",\"authors\":\"\",\"doi\":\"10.1016/j.edurev.2024.100639\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Visualization has a long tradition in mathematics education and research on this topic has become more widespread in recent decades. In a meta-analysis (41 studies, <em>N</em> = 10,562), we aimed to synthesize the effects of learning with external visualizations on mathematics outcomes. We analyzed intervention, learner, and outcome characteristics as moderators. Overall, results of a random-effects model indicated a medium effect (<em>g</em> = 0.504, 95% CI [0.379, 0.630]) of visualization interventions on mathematics learning, with significant heterogeneity. Moderator analyses revealed that effect sizes were higher in quasi-experimental studies and when compared with business-as-usual conditions. These results emphasize the effectiveness of external visualization as a powerful tool to support mathematics learning, with positive and lasting effects across age groups and mathematical topics.</p></div>\",\"PeriodicalId\":48125,\"journal\":{\"name\":\"Educational Research Review\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":9.6000,\"publicationDate\":\"2024-09-12\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.sciencedirect.com/science/article/pii/S1747938X24000484/pdfft?md5=7beb0dbec6e3cd832d693e31af123302&pid=1-s2.0-S1747938X24000484-main.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Research Review\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1747938X24000484\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Research Review","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1747938X24000484","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
摘要
可视化在数学教育中有着悠久的传统，近几十年来有关这一主题的研究也越来越广泛。在一项荟萃分析（41 项研究，N=10,562）中，我们旨在综合外部可视化学习对数学成果的影响。我们分析了作为调节因素的干预、学习者和结果特征。总体而言，随机效应模型的结果表明，可视化干预对数学学习的影响为中等（g = 0.504，95% CI [0.379，0.630]），异质性显著。主持人分析表明，准实验研究中的效应大小较高，与 "一切照旧 "条件下的效应大小相比也较高。这些结果强调了外部可视化作为支持数学学习的有力工具的有效性，在不同年龄组和数学主题中都能产生积极而持久的效果。
Learning with visualizations helps: A meta-analysis of visualization interventions in mathematics education
Visualization has a long tradition in mathematics education and research on this topic has become more widespread in recent decades. In a meta-analysis (41 studies, N = 10,562), we aimed to synthesize the effects of learning with external visualizations on mathematics outcomes. We analyzed intervention, learner, and outcome characteristics as moderators. Overall, results of a random-effects model indicated a medium effect (g = 0.504, 95% CI [0.379, 0.630]) of visualization interventions on mathematics learning, with significant heterogeneity. Moderator analyses revealed that effect sizes were higher in quasi-experimental studies and when compared with business-as-usual conditions. These results emphasize the effectiveness of external visualization as a powerful tool to support mathematics learning, with positive and lasting effects across age groups and mathematical topics.
期刊介绍：
Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.
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