排序方式： 共有29条查询结果，搜索用时 15 毫秒
21.
Asha K. Jitendra Jon R. Star Kristin Starosta Jayne M. Leh Sheetal Sood Grace Caskie Cheyenne L. Hughes Toshi R. Mack 《Contemporary educational psychology》2009
The present study evaluated the effectiveness of an instructional intervention (schema-based instruction, SBI) that was designed to meet the diverse needs of middle school students by addressing the research literatures from both special education and mathematics education. Specifically, SBI emphasizes the role of the mathematical structure of problems and also provides students with a heuristic to aid and self-monitor problem solving. Further, SBI addresses well-articulated problem solving strategies and supports flexible use of the strategies based on the problem situation. One hundred forty eight seventh-grade students and their teachers participated in a 10-day intervention on learning to solve ratio and proportion word problems, with classrooms randomly assigned to SBI or a control condition. Results suggested that students in SBI treatment classes outperformed students in control classes on a problem solving measure, both at posttest and on a delayed posttest administered 4 months later. However, the two groups’ performance was comparable on a state standardized mathematics achievement test. 相似文献
22.
23.
红星路小学"情境-问题"教学课题组 《数学教育学报》2002,11(4):84-87
“设置教学情境-提出数学问题-解决数学问题-注重数学应用”是“数学情境-提出问题”教学的主线，“数学情境-提出问题”教学可以促使学生自主探究，促进学生主体地位的实现；促进学生问题意识的培养；促进教师提高业务素质，转变教学观念。 相似文献
24.
25.
Asha K. Jitendra Amy E. Lein Jon R. Star Danielle N. Dupuis 《Educational Research and Evaluation》2013,19(8):700-716
This study explored the extent to which domain-specific knowledge predicted proportional word problem-solving performance. We tested 411 seventh-grade students on conceptual and procedural fraction knowledge, conceptual and procedural proportion knowledge, and proportional word problem solving. Multiple regression analyses indicated that all four domain-specific knowledge variables (i.e., conceptual and procedural fraction knowledge, conceptual and procedural proportion knowledge) significantly predicted proportional word problem-solving performance. Conceptual fraction and procedural proportion knowledge contributed the most unique variance (10.0 and 6.7%, respectively, of the total variance) to proportional word problem solving. Procedural fraction and conceptual proportion knowledge each also contributed significant unique variance to proportional word problem solving explaining 5.6 and 2.8%, respectively. The results support the notion that both conceptual fraction and proportion knowledge and procedural fraction and proportion knowledge play a major role in understanding individual differences in proportional word problem-solving performance to inform interventions. 相似文献
26.
This study evaluated whether schema-based instruction (SBI), a promising method for teaching students to represent and solve mathematical word problems, impacted the learning of percent word problems. Of particular interest was the extent that SBI improved high- and low-achieving students' learning and to a lesser degree on the indirect effect of SBI on transfer to novel problems, as compared to a business as usual control condition. Seventy 7th grade students in four classrooms (one high- and one low-achieving class in both the SBI and control conditions) participated in the study. Results indicate a significant treatment by achievement level interaction, such that SBI had a greater impact on high-achieving students' problem solving scores. However, findings did not support transfer effects of SBI for high-achieving students. Implications for improving the problem-solving performance of low achievers are discussed. 相似文献
27.
Soonhye Park J. Steve Oliver Tara Star Johnson Peg Graham Nicholas K. Oppong 《Teaching and Teacher Education》2007
This study investigated the nature of interaction among teachers that occurred around the National Board certification (NBC) process and how that collegial interaction influenced teachers’ professional development. Qualitative interviews were conducted with 14 teachers who were either considering NBC, in the process, or had been awarded NBC. Interview data were analyzed using the constant comparative method. Results indicated that teacher interactions triggered by NBC helped one another's professional development in several ways: (a) enhancing reflection on teaching practice, (b) establishing a professional discourse community, (c) raising the standards for teaching performances, and (d) facilitating collaboration. Implications for teacher professional development were discussed. 相似文献
28.
In this paper, we describe a one-day professional development activity for mathematics teachers that promoted the use of comparison
as an instructional tool to develop students’ flexibility in algebra. Effective use of comparison in mathematics instruction
involves using side-by-side presentation of problems and solution methods and subsequent student discussion of these multiple
solution methods to highlight the similarities and differences among problem-solving techniques. The goals of the professional
development activity were to make teachers aware of how to use comparison effectively in their instruction, as well as to
impact teachers’ own flexibility in algebra by using comparison instructionally during the professional development. Our analysis
of teachers’ experiences in the professional development activity suggests that when teachers were presented with techniques
for effective use of comparison, their own understanding of multiple solution methods was reinforced. In addition, teachers
began to question why they relied exclusively on one familiar method over others that are equally effective and perhaps more
efficient and started to draw new connections between problem-solving methods. Finally, as a result of experiencing instructional
use of comparison, teachers began to see value in teaching for flexibility and reported changing their own teaching practices. 相似文献
29.
The purpose of the present study was to explore the 3rd-grade cognitive predictors of 5th-grade computational skill with rational numbers and how those are similar to and different from the cognitive predictors of whole-number computational skill. Students (n = 688) were assessed on incoming whole-number calculation skill, language, nonverbal reasoning, concept formation, processing speed, and working memory in the fall of 3rd grade. Students were followed longitudinally and assessed on calculation skill with whole numbers and with rational numbers in the spring of 5th grade. The unique predictors of skill with whole-number computation were incoming whole-number calculation skill, nonverbal reasoning, concept formation, and working memory (numerical executive control). In addition to these cognitive abilities, language emerged as a unique predictor of rational-number computational skill. 相似文献