Does Early Algebraic Reasoning Differ as a Function of Students' Difficulty with Calculations versus Word Problems?
Does Early Algebraic Reasoning Differ as a Function of Students' Difficulty with Calculations versus Word Problems?
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DOI：
10.1111/ldrp.12037
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发表时间：
2014-08
期刊：
影响因子：
--
通讯作者：
Fuchs LS
中科院分区：
文献类型：
--
作者：
Powell SR;Fuchs LS
根据国家数学标准，代数教学应该从幼儿园开始，一直持续到小学。大多数情况下，教师在小学阶段解决代数与解决方程或理解函数有关的问题。我们对789名二年级学生进行了（a）秋季计算和文字题的测量，（B）春季前代数推理的评估，其中包括评估解决方程和函数的项目。根据计算和文字问题的措施，我们将148名学生分为4个困难状态类别之一：通常执行，计算困难，文字问题困难，或计算和文字问题的困难。对148名学生进行了方差分析，对789名学生的较大样本进行了路径分析中介分析。通过分析，结果证实了这一发现，即文字问题的困难与前代数推理的困难更密切相关。作为一个指标，后来的代数困难，文字问题的困难可能是一个更有用的预测比计算困难，和学生的文字问题困难可能需要不同水平的代数推理干预比学生计算困难。
According to national mathematics standards, algebra instruction should begin at kindergarten and continue through elementary school. Most often, teachers address algebra in the elementary grades with problems related to solving equations or understanding functions. With 789 2nd- grade students, we administered (a) measures of calculations and word problems in the fall and (b) an assessment of pre-algebraic reasoning, with items that assessed solving equations and functions, in the spring. Based on the calculation and word-problem measures, we placed 148 students into 1 of 4 difficulty status categories: typically performing, calculation difficulty, word-problem difficulty, or difficulty with calculations and word problems. Analyses of variance were conducted on the 148 students; path analytic mediation analyses were conducted on the larger sample of 789 students. Across analyses, results corroborated the finding that word-problem difficulty is more strongly associated with difficulty with pre-algebraic reasoning. As an indicator of later algebra difficulty, word-problem difficulty may be a more useful predictor than calculation difficulty, and students with word-problem difficulty may require a different level of algebraic reasoning intervention than students with calculation difficulty.
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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。
影响因子：
4.9
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.
通讯作者：
Zumeta, Rebecca O.
影响因子：
3.4
作者：
Gamoran, A;Hannigan, EC
通讯作者：
Hannigan, EC
影响因子：
3
作者：
Fuchs, Lynn S.;Fuchs, Douglas;Seethaler, Pamela M.
通讯作者：
Seethaler, Pamela M.
影响因子：
2.6
作者：
Geary, DC;Hoard, MK;DeSoto, MC
通讯作者：
DeSoto, MC
影响因子：
4.9
作者：
Hanich, LB;Jordan, NC;Dick, J
通讯作者：
Dick, J