Reading Stories to Learn Math
Reading Stories to Learn Math
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通过阅读故事来学习数学
DOI：
--
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发表时间：
2015
期刊：
影响因子：
--
通讯作者：
Nancy I. Dyson
中科院分区：
文献类型：
--
作者：
Brenna Hassinger;Nancy C. Jordan;Nancy I. Dyson
本研究旨在探讨是否故事书阅读干预针对数学词汇，如“等于”，“更多”和“更少”，以及相关的数字概念，将增加在风险儿童的词汇知识和数量的能力。儿童早期算术困难（N = 124），从幼儿园班级在四所学校招募。参与者被随机分配到三组之一：故事书数字能力（SNC）干预，数字感干预，或照常控制。干预措施进行了为期8周（24个30分钟的会议）的四个孩子的组。研究结果表明，SNC干预组在数学词汇的测量方面优于其他组，无论是在与干预密切相关的词汇还是与干预无关的词汇方面。然而，SNC干预对一般数学测量没有影响，这表明需要沿着更密集的数字概念教学来提供数学词汇工作。
The present study involved examining whether a storybook reading intervention targeting mathematics vocabulary, such as “equal,” “more,” and “less,” and associated number concepts would increase at-risk children’s vocabulary knowledge and number competencies. Children with early numeracy difficulties (N = 124) were recruited from kindergarten classes in four schools. Participants were randomly assigned to one of three groups: a storybook number competencies (SNC) intervention, a number sense intervention, or a business-as-usual control. Interventions were carried out in groups of four children over 8 weeks (24 30-minute sessions). Findings demonstrated that the SNC intervention group outperformed the other groups on measures of mathematics vocabulary, both in terms of words that were closely aligned to the intervention and those that were not. There was no effect of the SNC intervention, however, on general mathematics measures, suggesting a need to provide the mathematics vocabulary work along with more intensive instruction in number concepts.
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影响因子：
3.6
作者：
Jordan, Nancy C.;Glutting, Joseph;Ramineni, Chaitanya
通讯作者：
Ramineni, Chaitanya
影响因子：
4
作者：
Duncan, Greg J.;Claessens, Amy;Duckworth, Kathryn
通讯作者：
Duckworth, Kathryn
影响因子：
4
作者：
Jordan, Nancy C.;Kaplan, David;Ramineni, Chaitanya;Locuniak, Maria N.
通讯作者：
Locuniak, Maria N.
影响因子：
4.6
作者：
Jordan, NC;Kaplan, D;Locuniak, MN
通讯作者：
Locuniak, MN