When to Block versus Interleave Practice? Evidence Against Teaching Fraction Addition before Fraction Multiplication
When to Block versus Interleave Practice? Evidence Against Teaching Fraction Addition before Fraction Multiplication
复制标题
何时进行块练习和交错练习？
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
K. Koedinger
中科院分区：
文献类型：
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作者：
Rony Patel;Ran Liu;K. Koedinger
在实践中，数学教育是受阻的（即，一次教授一个主题; CCSS，2010），但是研究通常促进交织（即，一起教授多个主题; Rohrer & Taylor，2007）。例如，分数算术被阻止，学生在分数乘法之前被教授分数加法。由于学生经常混淆分数运算产生算术错误，交错分数算术指令可能比块指令更有成效，教学生区分运算。此外，认知任务分析表明，分数乘法可能是分数加法的先决条件，因此颠倒分块顺序可能会增强学习。进行了分数加法和分数乘法的两个实验。实验1和实验2表明，交错指令总体上优于当前阻塞指令。实验2提供的证据表明，颠倒标准顺序的分块-在分数加法之前提供分数乘法的练习-可以产生更好的学习效果。
In practice, mathematics education is blocked (i.e., teaching one topic at a time; CCSS, 2010), but research generally promotes interleaving (i.e., teaching multiple topics together; Rohrer & Taylor, 2007). For example, fraction arithmetic is blocked with students being taught fraction addition before fraction multiplication. Since students often confuse fraction operations to produce arithmetic errors, interleaved fraction arithmetic instruction might be more productive than blocked instruction to teach students to discriminate between the operations. Additionally, a cognitive task analysis suggests that fraction multiplication may be a prerequisite to fraction addition and thus reversing the blocking order may enhance learning. Two experiments with fraction addition and fraction multiplication were run. Experiments 1 and 2 show that interleaved instruction is generally better than the current blocked instruction. Experiment 2 provides evidence that blocking that reverses the standard order -providing practice on fraction multiplication before fraction addition -produces better learning.