Using classwide peer tutoring to teach beginning algebra problem-solving skills in heterogeneous classrooms
Using classwide peer tutoring to teach beginning algebra problem-solving skills in heterogeneous classrooms
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DOI：
10.1177/074193259701800606
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发表时间：
1997-11-01
影响因子：
2.4
通讯作者：
Allsopp, DH
中科院分区：
文献类型：
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作者：
Allsopp, DH
本研究考察了在异质中学数学课堂上使用班级同伴辅导(CWPT)对初学代数问题解决技能的学生进行教学的有效性。关于CWPT的文献用基本的学术技能证明了它的有效性，但很少有研究讨论CWPT是否能有效地教授更高层次的思维技能。本研究比较了CWPT与传统的自主学生实践的有效性。此外，有数学不及格风险的学生(数学成绩为A D或F和/或在标准化评估的数学部分得3分或更低的学生)的表现与没有数学不及格风险的学生的表现进行了比较。对数据的分析表明，CWPT和自主学生练习都是帮助学生学习初学代数解题技能的有效策略。这两种策略都没有明显比另一种更有效。有数学不及格风险的学生表现出比没有数学不及格风险的学生略高的表现。相关发现表明，CWPT在14岁和15岁的学生中效果最好。讨论了使用CWPT提高学生高阶思维能力的意义，以及它在异质课堂和中学生中的应用。
THIS STUDY EXAMINED THE EFFECTIVENESS OF USING CLASSWIDE PEER TUTORING (CWPT) IN HETEROGENEOUS MIDDLE SCHOOL MATH CLASSROOMS TO TEACH STUDENTS IN BEGINNING ALGEBRA PROBLEM-SOLVING SKILLS. THE LITERATURE ON CWPT DEMONSTRATES ITS EFFECTIVENESS WITH BASIC ACADEMIC SKILLS, BUT LITTLE RESEARCH ADDRESSES WHETHER CWPT CAN BE EFFECTIVE FOR TEACHING HIGHER ORDER THINKING SKILLS. THIS STUDY COMPARED THE EFFECTIVENESS OF CWPT WITH TRADITIONAL INDEPENDENT STUDENT PRACTICE. ADDITIONALLY, THE PERFORMANCE OF STUDENTS AT RISK OF MATH FAILURE (STUDENTS WHOSE GRADE IN MATH WAS A D OR AN F AND/OR WHO SCORED A STANINE OF 3 OR LOWER IN THE MATH SECTION ON A STANDARDIZED ASSESSMENT) WAS COMPARED WITH THE PERFORMANCE OF STUDENTS NOT AT RISK OF MATH FAILURE. AN ANALYSIS OF THE DATA INDICATES THAT BOTH CWPT AND INDEPENDENT STUDENT PRACTICE WERE EFFECTIVE STRATEGIES FOR HELPING STUDENTS TO LEARN BEGINNING ALGEBRA PROBLEM-SOLVING SKILLS. NEITHER STRATEGY WAS SIGNIFICANTLY MORE EFFECTIVE THAN THE OTHER. STUDENTS AT RISK OF MATH FAILURE DEMONSTRATED SLIGHTLY GREATER PERFORMANCE GAINS THAN DID STUDENTS NOT AT RISK OF MATH FAILURE. RELATED FINDINGS INDICATE THAT CWPT WAS MOST EFFECTIVE WITH 14- AND 15-YEAR-OLD STUDENTS. IMPLICATIONS FOR USING CWPT FOR INCREASING STUDENTS' HIGHER ORDER THINKING SKILLS IS DISCUSSED AS WELL AS ITS USE IN HETEROGENEOUS CLASSROOMS AND WITH MIDDLE SCHOOL STUDENTS.