A Systematic Analysis of Experimental Studies Targeting Fractions for Students with Mathematics Difficulties
A Systematic Analysis of Experimental Studies Targeting Fractions for Students with Mathematics Difficulties
复制标题
数学困难学生分数实验研究的系统分析
DOI：
10.1111/ldrp.12187
复制
发表时间：
2018
影响因子：
1.8
通讯作者：
Stephanie Morano
中科院分区：
文献类型：
--
作者：
Jiwon Hwang;P. Riccomini;Seok;Stephanie Morano
正如国家标准和原则所反映的那样，培养对分数的理解至关重要，也是教育的重点。本研究对22项实验研究进行了定量合成，以调查与标准教学相比，先前进行的分数干预的总体疗效。教学类型和成绩水平被用来检查的影响大小的变化。结果表明，干预比标准教学更有效，只有在解决问题的领域，和效果的教学类型和成就水平的差异。这项研究提供了一个诊断的看法，目前的状态，美国数学教育的分数，沿着的见解，未来的方向，分数教学，特别是关注学生的数学困难。教育的影响和局限性进行了讨论。
Developing an understanding of fractions is critical and is an educational focus, as reflected in national standards and principles. This study conducted a quantitative synthesis of 22 experimental studies to investigate the overall efficacy of previously conducted fraction interventions compared to standard instruction. Instruction type and achievement level were used to examine variations of the effect sizes. The results indicated that intervention was more effective than standard instruction only in problem–solving domains, and the effects were differentiated by instruction type and achievement level. This study provides a diagnostic view of the current state of U.S. mathematics education on fractions, along with insights for future directions in fraction instruction, particularly focusing on students with mathematics difficulties. Educational implications and limitations are discussed.
影响因子：
2.6
作者：
Bailey DH;Hoard MK;Nugent L;Geary DC
通讯作者：
Geary DC
对分数表示的了解有限，将具有数学学习障碍（计算障碍）的中学生与数学成绩较低的中学生区分开来。
影响因子：
2.6
作者：
Mazzocco,MichèleMM;Myers,GwenF;Lewis,KatherineE;Hanich,LaurieB;Murphy,MelissaM
通讯作者：
Murphy,MelissaM