{"title":"COVID-19大流行期间的小学数学:没有证据表明适应性实践结果存在学习差距","authors":"Martijn Meeter","doi":"10.1016/j.tine.2021.100163","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>The COVID-19 pandemic induced many governments to close schools for months. Evidence so far suggests that learning has suffered as a result. Here, it is investigated whether forms of computer-assisted learning mitigated the decrements in learning observed during the lockdown.</p></div><div><h3>Method</h3><p>Performance of 53,656 primary school students who used adaptive practicing software for mathematics was compared to performance of similar students in the preceding year.</p></div><div><h3>Results</h3><p>During the lockdown progress was faster than it had been the year before, contradicting results reported so far. These enhanced gains were correlated with increased use, and remained after the lockdown ended. This was the case for all grades but more so for lower grades and for weak students, but less so for students in schools with disadvantaged populations.</p></div><div><h3>Conclusions</h3><p>These results suggest that adaptive practicing software may mitigate, or even reverse, the negative effects of school closures on mathematics learning.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.4000,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8487463/pdf/","citationCount":"34","resultStr":"{\"title\":\"Primary school mathematics during the COVID-19 pandemic: No evidence of learning gaps in adaptive practicing results\",\"authors\":\"Martijn Meeter\",\"doi\":\"10.1016/j.tine.2021.100163\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><p>The COVID-19 pandemic induced many governments to close schools for months. Evidence so far suggests that learning has suffered as a result. Here, it is investigated whether forms of computer-assisted learning mitigated the decrements in learning observed during the lockdown.</p></div><div><h3>Method</h3><p>Performance of 53,656 primary school students who used adaptive practicing software for mathematics was compared to performance of similar students in the preceding year.</p></div><div><h3>Results</h3><p>During the lockdown progress was faster than it had been the year before, contradicting results reported so far. These enhanced gains were correlated with increased use, and remained after the lockdown ended. This was the case for all grades but more so for lower grades and for weak students, but less so for students in schools with disadvantaged populations.</p></div><div><h3>Conclusions</h3><p>These results suggest that adaptive practicing software may mitigate, or even reverse, the negative effects of school closures on mathematics learning.</p></div>\",\"PeriodicalId\":46228,\"journal\":{\"name\":\"Trends in Neuroscience and Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.4000,\"publicationDate\":\"2021-12-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8487463/pdf/\",\"citationCount\":\"34\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Trends in Neuroscience and Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S2211949321000156\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"NEUROSCIENCES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Trends in Neuroscience and Education","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S2211949321000156","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"NEUROSCIENCES","Score":null,"Total":0}
Primary school mathematics during the COVID-19 pandemic: No evidence of learning gaps in adaptive practicing results
Background
The COVID-19 pandemic induced many governments to close schools for months. Evidence so far suggests that learning has suffered as a result. Here, it is investigated whether forms of computer-assisted learning mitigated the decrements in learning observed during the lockdown.
Method
Performance of 53,656 primary school students who used adaptive practicing software for mathematics was compared to performance of similar students in the preceding year.
Results
During the lockdown progress was faster than it had been the year before, contradicting results reported so far. These enhanced gains were correlated with increased use, and remained after the lockdown ended. This was the case for all grades but more so for lower grades and for weak students, but less so for students in schools with disadvantaged populations.
Conclusions
These results suggest that adaptive practicing software may mitigate, or even reverse, the negative effects of school closures on mathematics learning.
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