Remediating Number Combination and Word Problem Deficits Among Students With Mathematics Difficulties: A Randomized Control Trial.
Remediating Number Combination and Word Problem Deficits Among Students With Mathematics Difficulties: A Randomized Control Trial.
复制标题
数学困难的学生中的补救数字组合和单词问题缺陷：一项随机对照试验。
DOI：
10.1037/a0014701
复制
发表时间：
2009-08-01
影响因子：
4.9
通讯作者：
Zumeta, Rebecca O.
中科院分区：
文献类型：
--
作者：
Fuchs, Lynn S.;Powell, Sarah R.;Seethaler, Pamela M.;Cirino, Paul T.;Fletcher, Jack A.;Fuchs, Douglas;Hamlett, Carol L.;Zumeta, Rebecca O.
本研究的目的是评估三年级数学困难生的辅导效果，考察辅导是否因学生的数学困难状况(单独的数学困难与数学加阅读困难)而不同，探索从数字组合(NC)辅导的迁移，并检验辅导方案的可移植性。在两个地点，133名学生根据数学难度状况和地点进行分层，然后被随机分配到3个条件：控制(不辅导)，辅导NCS的自动提取(即Math Flash)，或辅导应用题并关注NCS的基本技能、程序计算和代数(即海盗数学)。辅导时间为16周，每周3次，每次20~30分钟。数学Flash通过转移到程序计算而不转移到代数或应用题来增强NCS的流利性。《海盗数学》提高了应用题技能，以及对NCS、程序计算和代数的流利程度。辅导对学生数学困难程度的影响并不是不同的。事实证明，这些辅导协议可以跨网站传输。
The purposes of this study were to assess the efficacy of remedial tutoring for 3rd graders with mathematics difficulty, to investigate whether tutoring is differentially efficacious depending on students’ math difficulty status (mathematics difficulty alone vs. mathematics plus reading difficulty), to explore transfer from number combination (NC) remediation, and to examine the transportability of the tutoring protocols. At 2 sites, 133 students were stratified on mathematics difficulty status and site and then randomly assigned to 3 conditions: control (no tutoring), tutoring on automatic retrieval of NCs (i.e., Math Flash), or tutoring on word problems with attention to the foundational skills of NCs, procedural calculations, and algebra (i.e., Pirate Math). Tutoring occurred for 16 weeks, 3 sessions per week and 20–30 min per session. Math Flash enhanced fluency with NCs with transfer to procedural computation but without transfer to algebra or word problems. Pirate Math enhanced word problem skill as well as fluency with NCs, procedural computation, and algebra. Tutoring was not differentially efficacious as a function of students’ mathematics difficulty status. The tutoring protocols proved transportable across sites.
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影响因子：
4.9
作者：
Fuchs, LS;Fuchs, D;Courey, SJ
通讯作者：
Courey, SJ
影响因子：
1.7
作者：
Fuchs, LS;Fuchs, D;Hope, SK
通讯作者：
Hope, SK
影响因子：
2.5
作者：
CHI, MTH;FELTOVICH, PJ;GLASER, R
通讯作者：
GLASER, R
影响因子：
4.9
作者：
Fuchs, LS;Fuchs, D;Fletcher, JM
通讯作者：
Fletcher, JM
影响因子：
3
作者：
ACKERMAN, PT;ANHALT, JM;DYKMAN, RA
通讯作者：
DYKMAN, RA