结合视觉表征和强大的记忆策略与同伴中介策略提高EBD学生的数学成绩

IF 0.6 Q4 EDUCATION, SPECIAL
P. Riccomini, Bradley Witzel, Divya S. Deshpande
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引用次数: 0

摘要

有情绪和行为障碍的学生在学习和记忆数学的许多方面都很困难。需要概念理解和推理的任务尤其具有挑战性。鉴于这些困难,教师使用旨在支持数学学习的技术是至关重要的。我们解释了如何将两种有前途的教学技术注入同伴中介策略,以促进数学概念和技能的学习和记忆。例子是在一个包容性的中学数学课程的背景下说明。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Combining Visual Representations and a Powerful Retention Strategy With Peer-Mediated Strategies to Improve Mathematical Outcomes for Students With EBD
Students with emotional and behavioral disorders struggle with learning and retaining many aspects of mathematics. Tasks requiring conceptual understanding and reasoning are especially challenging. Given these difficulties, it is essential that teachers use techniques designed to support mathematical learning. We explain how to infuse peer-mediated strategies with two promising instructional techniques to scaffold learning and remembering of mathematical concepts and skills. Examples are illustrated within the context of an inclusive middle school mathematics course.
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来源期刊
Beyond Behavior
Beyond Behavior EDUCATION, SPECIAL-
CiteScore
1.20
自引率
16.70%
发文量
16
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