首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
This study examined whether practice with arithmetic problems presented in a nontraditional problem format improves understanding of mathematical equivalence. Children (M age = 8;0; N = 90) were randomly assigned to practice addition in one of three conditions: (a) traditional, in which problems were presented in the traditional "operations on left side" format (e.g., 9 + 8 = 17); (b) nontraditional, in which problems were presented in a nontraditional format (e.g., 17 = 9 + 8); or (c) no extra practice. Children developed a better understanding of mathematical equivalence after receiving nontraditional practice than after receiving traditional practice or no extra practice. Results suggest that minor differences in early input can yield substantial differences in children's understanding of fundamental concepts.  相似文献   

2.
  相似文献   

3.
Children’s experiences with early numeracy and literacy activities are a likely source of individual differences in their preparation for academic learning in school. What factors predict differences in children’s experiences? We hypothesised that relations between parents’ practices and children’s numeracy skills would mediate the relations between numeracy skills and parents’ education, attitudes and expectations. Parents of Greek (N = 100) and Canadian (N = 104) five‐year‐old children completed a survey about parents’ home practices, academic expectations and attitudes; their children were tested on two numeracy measures (i.e., KeyMath‐Revised Numeration and next number generation). Greek parents reported numeracy and literacy activities less frequently than Canadian parents; however, the frequency of home numeracy activities that involved direct experiences with numbers or mathematical content (e.g., learning simple sums, mental math) was related to children’s numeracy skills in both countries. For Greek children, home literacy experiences (i.e., storybook exposure) also predicted numeracy outcomes. The mediation model was supported for Greek children, but for Canadian children, the parent factors had both direct and mediated relations with home practices.  相似文献   

4.
This study had the goal of investigating the association among elementary students' (N = 276) science and math beliefs and the relationship between those beliefs and teachers' ratings of mathematical and science understanding. Results of structural path analysis indicate that in science, intellectual risk‐taking (IRT; the willingness to share tentative ideas, ask questions, attempting to do, and learn new things) was positively related to teachers' ratings of science understanding, while creative self‐efficacy (CSE) beliefs (i.e., students' confidence in their ability to generate ideas and solutions in science) were indirectly related (working through IRT). Results also indicate that students' scientific certainty beliefs (i.e., the belief that science knowledge is stable, fixed, and represented by correct answers) were negatively related to teachers' ratings of science understanding. With respect to math, results indicate that students' CSE beliefs were positively related to teachers' ratings of math understanding; whereas students' mathematical source beliefs (i.e., believing that math knowledge originates from external sources) were negatively related. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 942–960, 2012  相似文献   

5.
This longitudinal study aimed to investigate the extent to which primary school text comprehension predicts mathematical word problem-solving skills in secondary school among Finnish students. The participants were 224 fourth graders (9–10 years old at the baseline). The children’s text-reading fluency, text comprehension and basic calculation ability were tested in grade four. In grade seven and nine, their skills in solving mathematical word problems were assessed. Overall, the results showed that text comprehension in grade four of primary school predicts math word problem-solving skills in secondary school, after controlling for text-reading fluency and basic calculation ability. Among boys, good text comprehension skills in grade four predicted good math word problem-solving skills in grade seven. Among girls, good text comprehension skills in grade four predicted their subsequent mathematical word problem performance in grade nine. The practical implications of the results are discussed as well.  相似文献   

6.
There is limited research on ethnic-racial socialization outside the family context (e.g., in peer groups). Using two-week, daily data from 177 U.S. ethnic-racial minority 9th graders in 2017–2020 (Mage = 14.48 years old; 51% females; 52% Black, 20% Latinx, 10% Asian American, 6% Native American, and 12% Other), this study tested a transactional model of family and peer ethnic-racial socialization, identity, and discrimination. Bidirectional associations were observed between family and peer cultural socialization across days (βs = .09–.10). Peer but not family cultural socialization promoted adolescents' ethnic-racial identity on the next day (βs = .07–.10). Ethnic-racial discrimination predicted greater next-day family ethnic-racial socialization (cultural socialization, preparation for bias; βs = .08–.11), whereas family and peer ethnic-racial socialization predicted next-day discrimination (βs = .11–.18). The differential roles of family and peer ethnic-racial socialization are discussed.  相似文献   

7.
This study investigated the longitudinal associations between children’s early mathematics and their home numeracy environment (HNE). Chilean children from families who varied widely in socioeconomic status were assessed at the beginning and end of prekindergarten in 2016 (N = 419, Mage = 4:7 [years:months]), and at the end of kindergarten in 2017 (N = 368, Mage = 5:10). Children whose parents provided frequent operational numeracy activities (e.g., learning simple sums) at prekindergarten showed better arithmetic performance and growth in nonsymbolic and symbolic number comparison at the end of kindergarten. Parents’ knowledge of number-related games predicted children’s arithmetic skills and growth in nonsymbolic number comparison. These findings underscore the persistent relations between the HNE and the development of children’s mathematical skills.  相似文献   

8.
Previous research on the role of prior skills like proportional reasoning skills for the development of mathematical concepts offers conclusions such as “more (prior skills) is better (for later learning).” Insights, which prior skill level goes along with which level of learning outcomes, may advance the understanding of the development of mathematical concepts. An exploratory approach is presented based on level models to describe the relation between symbolic proportional reasoning skills and fraction outcomes beyond linearity. Analyses draw on samples of German fourth to sixth graders from a scaling (2017, N = 325, 54.8% female) and longitudinal study (2018/2019, N = 436, 42.7% female). Particularly mastering natural and internal rational ratios in proportional reasoning seems relevant for successful fraction learning.  相似文献   

9.
Abstract: Svenson, O. & Hedenborg, M. L. 1980. Counting processes in simple addition. Scandinavian Journal of Education Research 24,93‐104. Verbal protocols and response latencies were used in this study to investigate the thought processes used by children solving simple arithmetic problems (I + J = , where 0≤I≤13 and 0< J ≤13). To specify, the verbal reports were used to classify the solutions into one of two main groups: (a) answers retrieved from long term memory and (b) answers involving active manipulation of the problem in working memory (reconstructive solutions). The response latencies in each of these groups were analyzed separately for each child. As expected, latencies for retrieved answers were shorter than for reconstructed solutions. The retrieval from long term memory of the answer to a problem with the smaller number first (e.g., 3+4) required about 0.1 sec longer time than when the numbers were in the reverse order (4 + 3). Grouping latencies according to verbal protocols made it possible to refine the analysis of the response latencies. To exemplify, counting strategies with greater units than one (e.g., 6 + 4: 6, 8, 10) were identified and parameters describing the cognitive processes listed.  相似文献   

10.
Children’s math learning (N = 217; Mage = 4.87 years; 63% European American, 96% college-educated families) from an intelligent character game was examined via social meaningfulness (parasocial relationships [PSRs]) and social contingency (parasocial interactions, e.g., math talk). In three studies (data collected in the DC area: 12/2015–10/2017), children’s parasocial relationships and math talk with the intelligent character predicted quicker, more accurate math responses during virtual game play. Children performed better on a math transfer task with physical objects when exposed to an embodied character (Study 2), and when the character used socially contingent replies, which was mediated by math talk (Study 3). Results suggest that children’s parasocial relationships and parasocial interactions with intelligent characters provide new frontiers for 21st century learning.  相似文献   

11.
This paper reports the results of the improving thinking skills (ITS-1) intervention study on the thinking skills of low-achieving first graders. The intervention programme consists of 12 lessons, each lasting for 45 min. Lessons offer enriched-discovery learning activities and tasks to be solved through inductive reasoning. We used a quasi-experimental approach, with pre-, immediate post- and delayed post-tests conducted among intervention and control groups. The following groups were formed from a total of 149 first graders on the basis of the thinking skills measure: low-achieving (SD) intervention group (LowI) (n = 9) and two control groups, comprising both low-achieving (LowC) (n = 18) and well-performing (≥?1 SD) groups (WellC) (n = 122). Thinking skills, mathematical skills, listening comprehension skills and reading fluency were measured. The results showed that in the beginning of the study, there were differences in thinking skills, mathematical skills, listening comprehension skills and reading fluency between the LowI and WellC groups, but the LowI group was able to reach the level of their well-performing peers at the end of the intervention in all measures. The discussion focuses on the implications of intervention research, educational practice and responsiveness to intervention.  相似文献   

12.
Racial discrimination can lead to psychosocial problems for Black adolescents, including internalization (e.g., depression) and externalization (e.g., conduct problems). Black parents (N = 186; Mage = 42.9) of adolescents (ages 10–18) were assessed to investigate how parental worries and racial socialization competency (i.e., confidence, skills, and stress) contribute to the association between parental discrimination experiences and their adolescents’ psychosocial problems. Mediation analyses indicated that the total direct models with discrimination, worries, and problems had good fit, and that the addition of worry mediated the discrimination-problems association. Furthermore, racial socialization competency moderated the association between worry and problems, wherein greater competency was associated with less impact of worry on problems. Findings illuminate potential intervention targets for buffering discrimination’s influence on adolescents’ psychosocial functioning.  相似文献   

13.
In typical development, walk onset is accompanied by increased language growth (e.g., Walle & Campos, 2014). The present study explored whether this relation may be disrupted in the infant siblings of children with autism spectrum disorder (ASD; heightened risk of receiving an ASD diagnosis; HR), a population exhibiting substantial variability in motor and language development (e.g., Gamliel, Yirmiya, & Sigman, 2007; Landa & Garrett-Mayer, 2006). Receptive and expressive language were examined across the transition to walking in three groups of HR infants (no diagnosis, language delay, and ASD; N = 91, 8–18 months) and in infants with no family history of ASD (N = 25; 9–15 months). Only infants with an eventual ASD diagnosis did not show increased language growth following walk onset.  相似文献   

14.
Changing perspectives on mathematics teaching and learning resulted in a new generation of mathematics textbooks, stressing among others the importance of mathematical reasoning and problem-solving skills and their application to real-life situations. The article reports a study that investigates to what extent the reform-based ideas underlying these mathematical textbooks impact the current teaching of mathematics. Two problem-solving lessons were videotaped in 10 sixth-grade classrooms and a coding scheme was developed to analyze these lessons with regard to three aspects of the classroom culture that are assumed to enhance students’ mathematical beliefs and problem-solving competencies: (1) the classroom norms that are established, (2) the instructional techniques and classroom organization forms, and (3) the set of tasks students are confronted with. Two instruments were administered to measure students’ beliefs about learning mathematical word problem solving, and to assess their problem-solving processes and skills. The results indicate that some reform-based aspects seemed to be easier to implement (e.g., a strong focus on heuristic skills, embedding tasks in a realistic context) than others (e.g., the use of group work, an explicit negotiation of appropriate social norms).  相似文献   

15.
The purpose of this study was to examine the relations of various cognitive abilities and aspects of math performance with computational estimation skill among third graders. Students (n= 315) were assessed on language, nonverbal reasoning, concept formation, processing speed, long‐term memory, working memory, inattentive behavior, basic reading skill, arithmetic number combination skill, double‐digit computation skill, and computational estimation ability. One‐way analysis of variance indicated significant differences in estimation skill among students of low, average, and high math computation performance. The unique predictors of estimation skill were arithmetic number combination skill, nonverbal reasoning, concept formation, working memory, and inattentive behavior.  相似文献   

16.
This paper presents a study on mathematical problem solving in third-grade pupils. The relationship between mathematics, metacognition and intelligence was investigated in children with (n = 191) and without mathematical learning disabilities (n = 268). A significant relationship was found between prediction, evaluation, intelligence, procedural and mathematical fact retrieval skills in children without mathematical learning disabilities. In the children with mathematical learning disabilities a relationship was found between metacognitive and procedural skills. No such relationship was found between intelligence and metacognition or between metacognition and mathematical fact retrieval skills. In addition it was investigated if children with mathematical learning disabilities had less adequate metacognitive skills than peers without learning problems. At group level significant differences were found between both groups. However on analyzing these results further, it was found that four out of five children with combined mathematical learning disabilities, half of the children with procedural disabilities and only 5% of the children with a retrieval deficiency had low metacognitive skills. Furthermore, metacognitive problems were found in one out of five children without learning disabilities. Moreover, a majority of the children with mathematical learning disabilities and inadequate metacognitive skills had problems with prediction and evaluation skills. Most third graders with low metacognitive skills only appeared to have problems predicting the level of difficulty of tasks. Inaccurate evaluations were found on a more regular basis in children with mathematical learning disabilities and inadequate metacognitive skills as opposed to the sample of children with inadequate metacognitive skills but without learning difficulties, where their occurrence was rather a one off. The implications of this study for diagnosis and treatment will be discussed later in this paper.  相似文献   

17.
In mathematical word problem solving, a relatively well-established finding is that more errors are made on word problems in which the relational keyword is inconsistent instead of consistent with the required arithmetic operation. This study aimed at reducing this consistency effect. Children solved a set of compare word problems before and after receiving a verbal instruction focusing on the consistency effect (or a control verbal instruction). Additionally, we explored potential transfer of the verbal instruction to word problems containing other relational keywords (e.g., larger/smaller than) than those in the verbal instruction (e.g., more/less than). Results showed a significant pretest-to posttest reduction of the consistency effect (but also an unexpected decrement on marked consistent problems) after the experimental verbal instruction but not after the control verbal instruction. No significant effects were found regarding transfer. It is concluded that our verbal instruction was useful for reducing the consistency effect, but future research should address how this benefit can be maintained without hampering performance on marked consistent problems.  相似文献   

18.
Fundamental to amassing a lexicon of relational terms (i.e., verbs, prepositions) is the ability to abstract and categorize spatial relations such as a figure (e.g., boy) moving along a path (e.g., around the barn). Three studies examine how infants learn to categorize path over changes in manner, or how an action is performed (e.g., running vs. crawling). Experiment 1 (n = 60) finds that 10‐ to 12‐month‐old English‐learning infants categorize a figure’s path. In Experiment 2 (n = 27) categorization is disrupted when the ground object is removed, suggesting the relation between figure and ground defines the path. Experiment 3 (n = 24) shows that language may be a mechanism guiding category formation. These studies suggest that English‐learning infants can categorize path, a component lexicalized in the world’s languages.  相似文献   

19.
The authors investigated the relationship between self-perceptions of ability and achievement in math, science, and English from Grades 8 to 11 (N = 342). A state-trait model that included an association between stable (i.e., trait-like) components of self-perceptions and achievement as well as time-specific (i.e., state-like) effects during the transition to high school (i.e., Grade 8 to Grade 9) demonstrated superior fit to alternative models that did not incorporate these features. Stable components of self-perceptions of ability and achievement exhibited a substantial association in this model. In most instances, however, there also was evidence of a positive effect of self-perceptions in Grade 8 on achievement in Grade 9.  相似文献   

20.
The aim of this study was to compare Japanese and Belgian elementary school pupils' (lack of) activation of real-world knowledge during understanding and solving arithmetic word problems in a school context. The word problem test used in a study by Verschaffel, De Corte, and Lasure (1994) was collectively administered to 91 Japanese fifth graders. Besides standard problems which can be modeled in a straightforward way by one or two basic arithmetic operations with the given numbers, this test contained a series of problematic items which cannot be modeled and solved in such a way, at least if one seriously takes into account the realities of the context evoked by the problem statement. The results of the study revealed that Japanese pupils, similarly to Belgian children, have a strong tendency to neglect commonsense knowledge and realistic considerations during their solution of word problems. Moreover, a comparison of Japanese pupils with and without extra hints aimed at improving the disposition towards more realistic mathematical problem solving revealed that these extra hints had only a small effect.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号