Mathematics Interventions for Children with Special Educational Needs
Mathematics Interventions for Children with Special Educational Needs
复制标题
对有特殊教育需要的儿童的数学干预
DOI：
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发表时间：
2003
期刊：
影响因子：
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通讯作者：
Johannes E H Van Luit
中科院分区：
文献类型：
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作者：
E. Kroesbergen;Johannes E H Van Luit
本文介绍了对58项针对有特殊需要的小学生的数学干预研究的元分析结果。研究选择了三个不同领域的干预措施：预科数学、基本技能和解决问题的策略。大多数纳入的研究描述了基本技能领域的干预措施。总的来说，这些干预措施也是最有效的。此外，还发现一些特定的特征会影响研究的结果。除了干预的持续时间，特定的干预方法被证明是重要的：直接指导和自我指导被发现比中介指导更有效。使用计算机辅助教学和同伴辅导的干预措施比不包括这些支持的干预措施显示出更小的效果。
This article presents the results of a meta-analysis of 58 studies of mathematics interventions for elementary students with special needs. Interventions in three different domains were selected: preparatory mathematics, basic skills, and problem-solving strategies. The majority of the included studies described interventions in the domain of basic skills. In general, these interventions were also the most effective. Furthermore, a few specific characteristics were found to influence the outcomes of the studies. In addition to the duration of the intervention, the particular method of intervention proved important: Direct instruction and self-instruction were found to be more effective than mediated instruction. Interventions involving the use of computer-assisted instruction and peer tutoring showed smaller effects than interventions not including these supports.