Interventions Supporting Children's Mathematics School Success A Meta-Analytic Review
Interventions Supporting Children's Mathematics School Success A Meta-Analytic Review
复制标题
支持儿童数学学业成功的干预措施荟萃分析综述
DOI：
10.1027/1016-9040/a000141
复制
发表时间：
2013
影响因子：
4.6
通讯作者：
H. Nuerk
中科院分区：
文献类型：
--
作者：
Ursula Fischer;K. Moeller;U. Cress;H. Nuerk
在当今社会，数学是学校传授的最重要的能力之一。为了提高儿童的数学技能，现有的数学学习干预和培训针对不同的熟练程度和年龄组，在不同的环境中进行，可以专注于单个任务或一组不同的任务，应用不同的持续时间，并解决不同类型的数字内容。然而，在对这种培训进行评估时，往往发现这种评估不够充分。在这篇综述中，我们得出并应用四个评价标准的数学干预文献的荟萃分析：（一）与实际目标组的评价，（二）评价相比，一个性能匹配的对照组，（三）评价相比，一个可比的替代干预，（四）单独的评价的子组件的情况下，多组件的方法。基于这些标准，我们回顾了目前的干预方法，特别注意他们是如何...
In today’s society, mathematics is one of the most important competencies imparted in school. To improve children’s mathematical skills, existing interventions and trainings in mathematical learning address different proficiency levels and age groups, take place in different settings, can focus on a single task or a set of different tasks, be applied for different durations, and address different types of numerical content. However, when such trainings are evaluated, this often happens only insufficiently. In this review, we derive and apply four evaluation criteria in a meta-analysis of mathematical intervention literature: (i) evaluation with the actual target group, (ii) evaluation in comparison to a performance-matched control group, (iii) evaluation in comparison to a comparable alternative intervention, and (iv) separate evaluation of subcomponents in the case of multi-componential approaches. Based on these criteria, we review current intervention approaches, paying particular attention to how they...