小学干预一年后，哪些早期代数知识仍然存在?

IF 3.5 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal for Research in Mathematics Education Pub Date : 2021-05-01 DOI:10.5951/JRESEMATHEDUC-2020-0304

Ana Stephens, Rena Stroud, Susanne Strachota, Despina A. Stylianou, M. Blanton, E. Knuth, A. Gardiner

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引用次数: 3

摘要

本研究的重点是在3年早期代数干预后1年学生代数理解的保留。参与者包括1,455名六年级学生，他们参加了3-5年级的随机分组试验。结果显示，与3年级、4年级和5年级结束时的情况一样，实验组学生在6年级结束时的代数理解书面评估上的表现明显优于对照组学生。然而，在五年级结束时，实验组学生的成绩显著下降，对照组学生的成绩显著提高。在条件下进行的逐项分析揭示了两组学生在表现上发生变化的领域。

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What Early Algebra Knowledge Persists 1 Year After an Elementary Grades Intervention?

This research focuses on the retention of students’ algebraic understandings 1 year following a 3-year early algebra intervention. Participants included 1,455 Grade 6 students who had taken part in a cluster randomized trial in Grades 3–5. The results show that, as was the case at the end of Grades 3, 4, and 5, treatment students significantly outperformed control students at the end of Grade 6 on a written assessment of algebraic understanding. However, treatment students experienced a significant decline and control students a significant increase in performance relative to their respective performance at the end of Grade 5. An item-by-item analysis performed within condition revealed the areas in which students in the two groups experienced a change in performance.

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来源期刊

Journal for Research in Mathematics Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

17.90%

发文量

期刊介绍： An official journal of the National Council of Teachers of Mathematics (NCTM), JRME is the premier research journal in mathematics education and is devoted to the interests of teachers and researchers at all levels--preschool through college. JRME is a forum for disciplined inquiry into the teaching and learning of mathematics. The editors encourage submissions including: -Research reports, addressing important research questions and issues in mathematics education, -Brief reports of research, -Research commentaries on issues pertaining to mathematics education research, and -Book reviews.