Mathematics Learned by Young Children in an Intervention Based on Learning Trajectories: A Large-Scale Cluster Randomized Trial
Mathematics Learned by Young Children in an Intervention Based on Learning Trajectories: A Large-Scale Cluster Randomized Trial
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基于学习轨迹的干预中幼儿学习的数学：大规模整群随机试验
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
Christopher B. Wolfe
中科院分区：
文献类型：
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作者：
D. Clements;J. Sarama;M. E. Spitler;Alissa A. Lange;Christopher B. Wolfe
本研究采用整群随机试验设计来评估基于研究的干预措施对于改善幼儿数学教育的有效性。这种干预措施包括构建模块数学课程，该课程以基于研究的学习轨迹为基础，以及强调通过学习轨迹和技术进行理解教学的协调专业发展。随机选择了为资源匮乏社区服务的 42 所学校，并采用随机区组设计随机分配到 3 个治疗组，涉及 106 个教室的 1,375 名学龄前儿童。教师以足够的保真度实施干预。测试前后的分数显示，积木组的孩子比对照组的孩子学到了更多的数学知识（效应大小，g = 0.72）。衡量课堂数学环境和教学的数量和质量的具体组成部分部分调节了治疗效果。
This study employed a cluster randomized trial design to evaluate the effectiveness of a research-based intervention for improving the mathematics education of very young children. This intervention includes the Building Blocks mathematics curriculum, which is structured in research-based learning trajectories, and congruous professional development emphasizing teaching for understanding via learning trajectories and technology. A total of 42 schools serving low-resource communities were randomly selected and randomly assigned to 3 treatment groups using a randomized block design involving 1,375 preschoolers in 106 classrooms. Teachers implemented the intervention with adequate fidelity. Pre- to posttest scores revealed that the children in the Building Blocks group learned more mathematics than the children in the control group (effect size, g = 0.72). Specific components of a measure of the quantity and quality of classroom mathematics environments and teaching partially mediated the treatment effect.