Biased problem distributions in assignments parallel those in textbooks: Evidence from fraction and decimal arithmetic
Biased problem distributions in assignments parallel those in textbooks: Evidence from fraction and decimal arithmetic
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作业中存在偏差的问题分布与教科书中的问题分布相似：来自分数和小数算术的证据
DOI：
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发表时间：
2022
影响因子：
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通讯作者：
R. Siegler
中科院分区：
文献类型：
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作者：
Jing Tian;Elena R Leib;C. Griger;Colleen O. Oppenzato;R. Siegler
数学教科书中问题分配的不平衡被认为会影响学生的表现。然而，这一假设是基于这样的假设，即教科书问题是学生在课堂作业中遇到的问题的代表。这一假设可能不是真的，因为教师并不是所有的问题都出现在教科书上，而且教师提出的问题来自教科书以外的其他来源。为了检验学生遇到的问题是否与课本问题平行分布，我们分析了14名教师在整个学年布置的分数和小数算术问题。在课本问题分配中记录的六个偏差中，有五个也出现在课堂作业中。此外，在作业和教科书中考察的18种偏见和年级水平的组合(4、5和6年级)中，有16种存在相同的偏见。对这些发现的理论和教育意义进行了讨论。
Imbalances in problem distributions in math textbooks have been hypothesized to influence students’ performance. This hypothesis, however, rests on the assumption that textbook problems are representative of the problems that students encounter in classroom assignments. This assumption might not be true, because teachers do not present all problems in textbooks and because teachers present problems from sources other than textbooks. To test whether distributions of problems that students encounter parallel distributions of textbook problems, we analyzed fraction and decimal arithmetic problems assigned by 14 teachers over an entire school year. Five of the six documented biases in textbook problem distributions were also present in the classroom assignments. Moreover, the same biases were present in 16 of the 18 combinations of bias and grade level (4th, 5th, and 6th grade) that were examined in assignments and textbooks. Theoretical and educational implications of these findings are discussed.
教科书问题的分布预测学生的学习：来自十进制算术的数据。
影响因子：
4.9
作者：
Tian, Jing;Braithwaite, David W.;Siegler, Robert S.
通讯作者：
Siegler, Robert S.
整数与有理数计算技能的认知预测因子：一项探索性研究。
影响因子：
3.6
作者：
Seethaler,PamelaM;Fuchs,LynnS;Star,JonR;Bryant,Joan
通讯作者：
Bryant,Joan