The effects of strategic counting instruction, with and without deliberate practice, on number combination skill among students with mathematics difficulties
The effects of strategic counting instruction, with and without deliberate practice, on number combination skill among students with mathematics difficulties
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DOI：
10.1016/j.lindif.2009.09.003
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发表时间：
2010-04-01
影响因子：
3.6
通讯作者：
Hamlett, Carol L.
中科院分区：
文献类型：
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作者：
Fuchs, Lynn S.;Powell, Sarah R.;Hamlett, Carol L.
本研究的主要目的是评估策略计数教学（有或没有刻意练习这些计数策略）对数学困难学生（MID）的数字组合（NC）技能的影响。学生 (n = 150) 根据 MD 状态（即，单独的 MID 与有阅读困难的 MD）和部位（干预开发者的近端与远端）进行分层，然后随机分配到对照组（无辅导）或 NC 补救的 2 种变体之一。两种补救措施都嵌入到相同的经过验证的单词问题辅导协议（即海盗数学）中。在 I 变体中，对 NC 的关注仅限于教授策略计数的单个课程。在另一种变体中，每节课增加 4-6 分钟的练习时间。辅导持续 16 周，每周 3 节课，每次 20-30 分钟。与对照相比，没有刻意练习的策略计数产生了更高的 NC 流畅度；然而，与这两种竞争条件相比，通过刻意练习进行策略性计数可以实现出色的 NC 流畅度并转移到程序计算。此外，海盗数学单词问题辅导的功效也得到了复制。 (C) 2009 Elsevier Inc. 保留所有权利。
The primary purpose of this study was to assess the effects of strategic counting instruction, with and without deliberate practice with those counting strategies, on number combination (NC) skill among students with mathematics difficulties (MID). Students (n = 150) were stratified on MD status (i.e., MID alone versus MD with reading difficulty) and site (proximal versus distal to the intervention developer) and then randomly assigned to control (no tutoring) or 1 of 2 variants of NC remediation. Both remediations were embedded in the same validated word-problem tutoring protocol (i.e., Pirate Math). In I variant, the focus on NCs was limited to a single lesson that taught strategic counting. In the other variant, 4-6 min of practice per session was added to the other variant. Tutoring occurred for 16 weeks, 3 sessions per week for 20-30 min per session. Strategic counting without deliberate practice produced superior NC fluency compared to control; however, strategic counting with deliberate practice effected superior NC fluency and transfer to procedural calculations compared with both competing conditions. Also, the efficacy of Pirate Math word-problem tutoring was replicated. (C) 2009 Elsevier Inc. All rights reserved.