Elucidating the Effects of Diagram Use Training for Math Word Problem Solving
Elucidating the Effects of Diagram Use Training for Math Word Problem Solving
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阐明图表使用训练对解决数学应用问题的影响
DOI：
10.1007/978-3-030-54249-8_54
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
& Noriko Hanaki
中科院分区：
文献类型：
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作者：
Hiroaki Ayabe;Emmanuel Manalo;& Noriko Hanaki
在解决数学应用题时，图表的使用通常被认为是有效的[1]。然而，尽管教师经常演示图表的使用，但学生并不会自发地使用它们，即使使用了，也往往使用效果不佳。学生解决问题时普遍存在的困难至少可以部分归因于这些问题[2]。最近，我们证明了有关图表使用的知识和实践对于促进自发使用是必要的[3]，并导致正确答案率的提高[4]。然而，掌握图表使用所需的教学组成部分以及相应的生理后果（大脑活动）仍不清楚。因此，我们在本研究中澄清了这些问题。 16 名参与者（年龄 15.7±2.9 岁）面临数学应用题，对于这些问题，使用表格被认为可以有效地生成解决方案。数据收集分三个阶段：无指导或培训、要求使用桌子和桌子使用后培训。我们使用 fNIRS（功能近红外光谱）测量了他们解决数学应用题的表现以及额叶/脑血流量。只有在表格使用培训之后，参与者的正确答案率才有所提高（训练前和培训后比较，t(15)= 2.54，p= .022），与表格使用的增加相对应（t(15)= 7.93，p < .001）。此外，训练后，参与者在解决问题时表现出大脑左额叶区域（背外侧和腹外侧前额皮质）的血流量增加。这些结果表明，仅仅要求学生使用图表是不够的：为了有效使用图表，需要进行适当的培训。它们还提供了成功学习/技能获取的生理/大脑后果的证据。
In solving math word problems, diagram use is generally considered effective [1]. However, although teachers often demonstrate diagram use, students do not use them spontaneously, and when they do, they tend to use them ineffectively. The prevalence of student difficulties in problem solving can at least in part be attributed to these problems [2]. Recently, we demonstrated that both knowledge about diagram use and practice are necessary to promote spontaneous use [3], and result in improvements in correct answer rates [4]. However, the components of instruction necessary for diagram use mastery, and the corresponding physiological consequences (brain activity) remain unclear. Thus, we clarified these issues in the present study. Sixteen participants (aged 15.7 ± 2.9 years) were given math word problems for which the use of tables was deemed effective for generating a solution. Data collection was in three phases: No-Instruction-or-Training, Asked-to-Use-a-Table, and After-Table-Use-Training. We measured their math word problem solving performance, and frontal brain/cerebral blood flow using fNIRS (Functional near-infrared spectroscopy). Only after the Table-Use-Training did participants show improvements in correct answer rates (pre- and post-training comparison,t(15)= 2.54,p= .022), corresponding with an increase in table use (t(15)= 7.93,p< .001). Furthermore, following training, participants showed blood flow increase in the left frontal area of the brain (dorsolateral- and ventrolateral-prefrontal cortex) while solving the problems. These results indicate that simply asking students to use diagrams is not adequate: appropriate training is necessary for effective use. They also provide evidence for physiological/brain consequences of successful learning/skills acquisition.