有理数干预对数学困难学生的影响:一个元分析

IF 2.3 3区教育学 Q1 EDUCATION, SPECIAL

Remedial and Special Education Pub Date : 2022-06-29 DOI:10.1177/07419325221105520

Megan Rojo, S. King, Jenna A. Gersib, D. Bryant

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引用次数: 5

摘要

理解有理数对中学数学成绩至关重要。然而，有数学困难(MD)的学生在有理数主题上挣扎，包括分数、小数和百分比。本系统回顾的目的是描述有理数干预的教学重点，确定总体效应大小，并探索潜在的调节因子。纳入了43项研究，使用稳健方差估计对150个效应量进行了meta分析。大多数研究集中在分数大小和算术教学上。有理数干预的总体效应值为g = 1.02[0.80, 1.25]，治疗条件优于常规控制。近端测量比远端测量贡献了更高的效应量。局限性包括大量的分数干预对总体效应大小的影响，以及研究效应大小之间的大量异质性。

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Rational Number Interventions for Students With Mathematics Difficulties: A Meta-Analysis

Understanding rational numbers is critical for secondary mathematics achievement. However, students with mathematics difficulties (MD) struggle with rational number topics, including fractions, decimals, and percentages. The purpose of this systematic review was to describe the instructional foci of rational number interventions, determine the overall effect size, and explore potential moderators. Forty-three studies were included and 150 effect sizes were meta-analyzed using robust variance estimation. The majority of studies focused on teaching fraction magnitude and arithmetic. An overall effect size of g = 1.02 [0.80, 1.25] was found for rational number interventions favoring treatment conditions over business as usual control. Proximal measures contributed to higher effect sizes than distal measures. Limitations included a high number of fraction interventions contributing to the overall effect size and a large amount of heterogeneity among study effect sizes.

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来源期刊

Remedial and Special Education EDUCATION, SPECIAL-

CiteScore

5.70

自引率

8.30%

发文量

期刊介绍： Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.