通过明确的指导在线教有数学困难的学生

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Preventing School Failure Pub Date : 2021-09-24 DOI:10.1080/1045988X.2021.1980852

Emily C. Bouck, Holly M. Long, Larissa Jakubow

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引用次数: 0

摘要

摘要很少甚至没有研究探讨在虚拟环境中为数学困难的学生提供有针对性的数学干预。然而，2020年的全球疫情——持续到2021年——让学校陷入了这样的境地。本文报道了两项研究，其中研究人员探索了显性教学的干预包和最少提示系统，以在线教授有风险或在数学方面有困难的小学生（二年级至六年级）解决他们个人困难领域的数学问题。在这两项研究中，学生们都学会了以100%的准确率和90%以上的独立性来解决有针对性的数学问题。在干预后的两周内，学生们能够将他们的技能准确率保持在80%或更高。此外，他们还成功地推广到在没有指导的情况下解决相关数学领域的问题。

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Teaching struggling students mathematics online via explicit instruction

Abstract Little-to-no research examines the provision of targeted mathematical interventions to students struggling with mathematics in a virtual environment. And yet, the global pandemic of 2020—extending into 2021—found schools in such a scenario. This article reports two studies in which researchers explored the intervention package of explicit instruction and the system of least prompts to teach elementary students (grades second through sixth) at-risk or struggling with mathematics online to solve mathematical problems at their individual area of struggle. In both studies, students learned to solve their targeted mathematical problems with 100% accuracy and over 90% independence. Students were able to maintain their skill accuracy at 80% or higher for two weeks post intervention. Also, they successfully generalized to solving problems in related mathematical areas without instruction.

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来源期刊

Preventing School Failure EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.90

自引率

11.10%

发文量

期刊介绍： Preventing School Failure provides a forum in which to examine critically emerging and evidence-based practices that are both data driven and practical for children and youth in general and alternative education systems. Authors are afforded the opportunity to discuss and debate critical and sometimes controversial issues that affect the education of children and adolescents in various settings. Preventing School Failure is a peer-reviewed academic journal for administrators, educators, mental health workers, juvenile justice and corrections personnel, day and residential treatment personnel, staff-development specialists, teacher educators, and others. Our goal is to share authoritative and timely information with a wide-ranging audience dedicated to serving children and adolescents in general education, special education, and alternative education programs. We accept for review manuscripts that contain critical and integrated literature reviews, objective program evaluations, evidence-based strategies and procedures, program descriptions, and policy-related content. As appropriate, manuscripts should contain enough detail that readers are able to put useful or innovative strategies or procedures into practice.