排序方式： 共有79条查询结果，搜索用时 421 毫秒
71.
Michael Schneider Simon Merz Johannes Stricker Bert De Smedt Joke Torbeyns Lieven Verschaffel Koen Luwel 《Child development》2018,89(5):1467-1484
The number line estimation task is widely used to investigate mathematical learning and development. The present meta‐analysis statistically synthesized the extensive evidence on the correlation between number line estimation and broader mathematical competence. Averaged over 263 effect sizes with 10,576 participants with sample mean ages from 4 to 14 years, this correlation was r = .443. The correlation increased with age, mainly because it was higher for fractions than for whole numbers. The correlation remained stable across a wide range of task variants and mathematical competence measures (i.e., counting, arithmetic, school achievement). These findings demonstrate that the task is a robust tool for diagnosing and predicting broader mathematical competence and should be further investigated in developmental and experimental training studies. 相似文献
72.
This study investigated the strategy characteristics and development of children with mathematical disabilities (MD) in the domain of simple addition and subtraction, in terms of Lemaire and Siegler's model of strategic change, using the choice/no-choice method and the combined chronological-age (CA)/ability-level (AL)-match design. Four groups of children, matched on either CA or mathematical AL, solved a series of 36 problems with the bridge over 10 in four conditions. In the choice condition, children could choose between retrieval, decomposition to 10, and counting on to solve each problem. In the retrieval, decomposition, and counting conditions, they had to answer the same 36 problems using retrieval, decomposition to 10, and counting on, respectively. The results revealed clear differences in the frequency, efficiency, and adaptiveness with which the CA-matched children applied the available strategies. In contrast, we observed no differences in strategy frequency, efficiency, and adaptiveness between the AL-matched children. These results support the hypothesis that the strategy development of children with MD is marked by a delay rather than a specific deficit. Moreover, this study further documents the value of the methodology used to study children's strategy use and development in the domain of simple arithmetic. 相似文献
73.
Joke Torbeyns Lieven Verschaffel 《European Journal of Psychology of Education - EJPE》2016,31(2):99-116
This study analyzed children’s use of mental computation strategies and the standard algorithm on multi-digit subtractions. Fifty-eight Flemish 4th graders of varying mathematical achievement level were individually offered subtractions that either stimulated the use of mental computation strategies or the standard algorithm in one choice and two no-choice conditions. In the choice condition, children could apply their preferential strategy on each item; in the no-choice conditions, they had to solve all items with mental computation and the standard algorithm, respectively. Results revealed that children of all achievement levels applied the standard algorithm remarkably frequently and efficiently, even on subtractions that were intended to evoke mental computation. Moreover, children did not fit their strategy choices to the numerical characteristics of the items, but high and above-average achieving children based their strategy choices on their individual mastery of the different strategies. We discuss the theoretical, methodological, and instructional implications of these results. 相似文献
74.
Fien Depaepe Erik De CorteLieven Verschaffel 《International Journal of Educational Research》2007,46(5):266-279
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
75.
Conceptualizing, investigating, and enhancing adaptive expertise in elementary mathematics education
Lieven Verschaffel Koen Luwel Joke Torbeyns Wim Van Dooren 《European Journal of Psychology of Education - EJPE》2009,24(3):335-359
Some years ago, Hatano differentiated between routine and adaptive expertise and made a strong plea for the development and implementation of learning environments that aim at the latter type of expertise and not just the former. In this contribution we reflect on one aspect of adaptivity, namely the adaptive use of solution strategies in elementary school arithmetic. In the first part of this article we give some conceptual and methodological reflections on the adaptivity issue. More specifically, we critically review definitions and operationalisations of strategy adaptivity that only take into account task and subject characteristics and we argue for a concept and an approach that also involve the sociocultural context. The second part comprises some educational considerations with respect to the questions why, when, for whom, and how to strive for adaptive expertise in elementary mathematics education. 相似文献
76.
Joke Torbeyns Bert De Smedt Pol Ghesquière Lieven Verschaffel 《Educational Studies in Mathematics》2009,71(1):1-17
This study aimed at analysing traditionally taught children’s acquisition and use of shortcut strategies in the number domain
20–100. One-hundred-ninety-five second, third, and fourth graders of different mathematical achievement levels participated
in the study. They were administered two tasks, both consisting of a series of two-digit additions and subtractions that maximally
elicit the use of the compensation and indirect addition strategy (, so the answer is 2 + 1 or 3). In the first task, children were instructed to solve all items as accurately and as fast as
possible with their preferred strategy. The second task was to generate at least two different strategies for each item. Results
demonstrated that children of all grades and all achievement levels hardly applied the compensation and indirect addition
strategy in the first task. Children’s strategy reports in the second task revealed that younger and lower achieving children
did not apply these strategies because they did not (yet) discover these strategies. By contrast, older and higher achieving
children appeared to have acquired these strategies by themselves. Results are interpreted in relation to cognitive psychological
and socio-cultural perspectives on children’s mathematics learning.
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| Joke TorbeynsEmail: |
77.
The purpose of this research was to examine and compare physical educators'value profiles. The Value Orientation Inventory was used to collect data from 528 elementary and 637 secondary physical education teachers in Flanders. Teacher characteristics, including gender and years of teaching experience revealed only minor differences in value orientations. Significant differences in teachers' value orientations were observed between teachers in elementary and secondary schools. The different value profiles of these two teacher groups are discussed in the perspective of the recently introduced conceptual innovations in physical education mandated by the Flemish government. The teachers at the elementary level placed a high priority on the disciplinary mastery and the self-actualization orientations; those at the secondary level scored high on the social responsibility and disciplinary mastery orientations. The findings from this study suggest that teaching level influences teachers' value orientation. Teachers appeared to adjust their curricular priorities to meet the demands and needs of students in elementary versus secondary schools. 相似文献
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79.
Sekeris Elke Verschaffel Lieven Luwel Koen 《European Journal of Psychology of Education - EJPE》2022,37(1):19-38
European Journal of Psychology of Education - Computational estimation is seen as an important mathematical competence. Little is known, however, about the mathematical skills that are predictive... 相似文献