FORMATIVE ASSESSMENT USING THE “THINK ALOUD” METHOD FOR THE DEVELOPMENT OF EXECUTIVE FUNCTIONS AND MATHEMATICAL PROBLEM-SOLVING ABILITY
FORMATIVE ASSESSMENT USING THE “THINK ALOUD” METHOD FOR THE DEVELOPMENT OF EXECUTIVE FUNCTIONS AND MATHEMATICAL PROBLEM-SOLVING ABILITY
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使用“大声思考”方法对执行功能和数学问题解决能力的发展进行形成性评估
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
A. Touri
中科院分区：
文献类型：
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作者：
Dimitris Zbainos;A. Touri
执行功能是一组更高的认知能力，允许个人规划，控制和指导他们的行为和思想朝向目标。执行功能的结构在概念上类似于元认知和自我调节，因为这三个术语描述了监控和控制行为的能力。一些研究表明，执行功能与数学技能和数学问题解决能力密切相关，但只有少数教育干预措施已被设计和实施，以提高执行功能，通过解决数学问题的过程。本研究旨在探讨“出声思考”方法对数学解题执行功能的促进作用。为此，设计并实施了干预计划。该方案基于两种重要的教育方法，即通过个性化干预教授认知策略和“大声思考”方法。72名学龄儿童参加了本研究，其中36名接受了为期12周的干预计划。实验结果表明，学生解决数学问题的能力得到了提高，说明“出声思考”方法是培养学生元认知意识和学习自我调节能力的重要教育手段。尽管如此，虽然他们的执行功能似乎没有通过这个计划得到改善，但研究表明，学生在进行认知工作时，发展了更有效地使用它们的能力。
Executive functions are a group of higher cognitive abilities that allow individuals to program, control, and direct their behavior and thought towards a goal. The construct of executive functions conceptually resembles to of metacognition and self-regulation, as the three terms describe the ability to monitor and control behavior. Several studies have shown that executive functions are strongly related to mathematical skills and the mathematical problem-solving ability, yet only a few educational interventions have been designed and implemented to improve executive functions through the process of solving mathematical problems. This study aims at investigating the contribution of the "think aloud" method to improvement executive functions by solving mathematical problems. For this purpose, an intervention program was designed and implemented. This program was based on two important educational approaches, the teaching of cognitive strategies through personalized intervention and the "think aloud" method. Seventy two school-aged students participated in this study; thirty six of them received the intervention program which lasted for 12 weeks. The results demonstrated that students improved their ability to solve mathematical problems showing that the "think aloud" method can be an important educational tool for the development of students’ metacognitive awareness and self-regulation of learning. Nevertheless, although their executive functions did not appear to improve through this program, it was shown that students developed their ability to use them more effectively when carrying out cognitive work.
影响因子：
4.9
作者：
Welsh, Janet A.;Nix, Robert L.;Blair, Clancy;Bierman, Karen L.;Nelson, Keith E.
通讯作者：
Nelson, Keith E.
影响因子：
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作者：
Diamond, Adele
通讯作者：
Diamond, Adele
影响因子：
4
作者：
Duncan, Greg J.;Claessens, Amy;Duckworth, Kathryn
通讯作者：
Duckworth, Kathryn