Teaching Algebra to Students with Learning Difficulties: An Investigation of an Explicit Instruction Model
Teaching Algebra to Students with Learning Difficulties: An Investigation of an Explicit Instruction Model
复制标题
向有学习困难的学生教授代数：显式教学模型的研究
DOI：
10.1111/1540-5826.00068
复制
发表时间：
2003
影响因子：
1.8
通讯作者：
M. D. Miller
中科院分区：
文献类型：
--
作者：
Bradley S Witzel;C. Mercer;M. D. Miller
从358名参与者中选择了34对六年级和七年级的学生，比较了显式的具体到代表到抽象（CRA）的教学序列与传统的教学代数变换方程。每一对学生之前都被贴上了学习障碍或代数困难的标签。学生根据成绩分数，年龄，预测试成绩和课堂表现进行匹配。同一个数学老师教每对配对的两个成员，但在不同的班级。所有学生都在一名中学数学教师的指导下在包容性环境中接受教育。结果表明，通过CRA学习如何解决代数变换方程的学生在教学后和后续测试中的表现优于接受传统教学的同龄人。此外，错误模式分析表明，学生使用CRA序列的指令进行较少的程序错误时，解决变量。
Thirty–four matched pairs of sixth– and seventh–grade students were selected from 358 participants in a comparison of an explicit concrete–to–representational–to–abstract (CRA) sequence of instruction with traditional instruction for teaching algebraic transformation equations. Each pair of students had been previously labeled with a specific learning disability or as at risk for difficulties in algebra. Students were matched according to achievement score, age, pretest score, and class performance. The same math teacher taught both members of each matched pair, but in different classes. All students were taught in inclusive settings under the instruction of a middle school mathematics teacher. Results indicated that students who learned how to solve algebra transformation equations through CRA outperformed peers receiving traditional instruction on both postinstruction and follow–up tests. Additionally, error pattern analysis indicated that students who used the CRA sequence of instruction performed fewer procedural errors when solving for variables.