Effects of Mathematical Word Problem—Solving Instruction on Middle School Students with Learning Problems
Effects of Mathematical Word Problem—Solving Instruction on Middle School Students with Learning Problems
复制标题
数学应用题——解决教学对有学习问题的中学生的影响
DOI：
10.1177/00224669050390030501
复制
发表时间：
2005
期刊：
影响因子：
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通讯作者：
Andria Deatline
中科院分区：
文献类型：
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作者：
Y. Xin;Asha K. Jitendra;Andria Deatline
本研究考察了基于图式教学和一般策略教学两种解题教学方法对22名有学习困难或数学失败风险的中学生的数学应用解题成绩的影响。结果表明，在即刻后测、延迟后测和迁移测试中，SBI组的成绩显著优于GSI组。这项研究的影响是在新理念修正和进入普通教育课程的背景下讨论的。
This study investigated the differential effects of two problem-solving instructional approaches— schema-based instruction (SBI) and general strategy instruction (GSI)—on the mathematical word problem—solving performance of 22 middle school students who had learning disabilities or were at risk for mathematics failure. Results indicated that the SBI group significantly outperformed the GSI group on immediate and delayed posttests as well as the transfer test. Implications of the study are discussed within the context of the new IDEA amendment and access to the general education curriculum.