支持有重大行为问题学生的分数量级理解

IF 1.7 3区心理学 Q2 EDUCATION, SPECIAL

Journal of Emotional and Behavioral Disorders Pub Date : 2023-01-14 DOI:10.1177/10634266221149357

Emma Fisher, Minyi Shih Dennis

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引用次数: 0

摘要

本研究的目的是检验支持自我解释的数轴干预对学生理解分数大小和解释质量的影响。研究对象为三名存在严重行为问题的中学生。参与者被给予八节课，包括分数数轴放置和自我解释的明确指导。采用多探头设计来评估干预的效果。视觉分析和Tau- U显示，干预对提高学生分数在数轴上的位置和提高学生对答案的解释质量非常有效。讨论结果和对未来的研究和从业者的影响。

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Supporting the Fraction Magnitude Understanding of Students With Significant Behavior Problems

The purpose of this study was to examine the effects of a number line intervention with supported self-explanation on student understanding of fraction magnitude and quality of explanation. Participants were three middle school students with significant behavior problems. Participants were given eight lessons containing explicit instruction for fraction number line placement and self-explanation. A multiple-probe design was used to evaluate the effects of the intervention. Visual analysis and Tau- U showed the intervention was very effective for improving student placement of fractions on the number line and increasing the quality of student explanations for their answers. Discussion of results and implications for future research and practitioners are included.

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来源期刊

Journal of Emotional and Behavioral Disorders Multiple-

CiteScore

4.10

自引率

10.50%

发文量

期刊介绍： The Journal of Emotional and Behavioral Disorders publishes quality scholarship related to individuals with emotional and behavioral disorders. Articles represent a wide range of disciplines, including counseling, education, early childhood care, juvenile corrections, mental health, psychiatry, psychology, public health, rehabilitation, social work, and special education. Articles on characteristics, assessment, prevention, intervention, treatment, legal or policy issues, and evaluation are welcome.