A comparison of single and multiple strategy instruction on third-grade students' mathematical problem solving
A comparison of single and multiple strategy instruction on third-grade students' mathematical problem solving
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DOI：
10.1037/0022-0663.99.1.115
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发表时间：
2007-02-01
影响因子：
4.9
通讯作者：
Kaduvettoor, Anju
中科院分区：
文献类型：
--
作者：
Jitendra, Asha K.;Griffin, Cynthia C.;Kaduvettoor, Anju
本研究的目的是评估单一策略（基于图式的教学，SBI）和多种策略（一般策略教学，GSI）在促进数学问题解决和数学成绩方面的差异效果，以及检验应用题解决教学对计算技能发展的影响。88名三年级学生和他们的老师被随机分配到不同的条件（SBI和GSI）。学生们进行了数学解题和计算测试的前测和后测，并对宾夕法尼亚州学校评估数学测试系统进行了后测，这是一种衡量学生学业水平的标准参考测试。结果显示，SBI比GSI更有效地提高学生的数学应用题解决能力在后测和维护。此外，结果表明，SBI组的表现超过了GSI组对学校评估措施的宾夕法尼亚系统。在计算测试中，随着时间的推移，两组都取得了进步。
The purposes of this study were to assess the differential effects of a single strategy (schema-based instruction; SBI) versus multiple strategies (general strategy instruction, GSI) in promoting mathematical problem solving and mathematics achievement as well as to examine the influence of word problem-solving instruction on the development of computational skills. Eighty-eight 3rd graders and their teachers were assigned randomly to conditions (SBI and GSI). Students were pre- and posttested on mathematical problem-solving and computation tests and were posttested on the Pennsylvania System of School Assessment Mathematics test, a criterion-referenced test that measures student attainment of academic standards. Results revealed SBI to be more effective than GSI in enhancing students' mathematical word problem-solving skills at posttest and maintenance. Further, results indicate that the SBI groups' performance exceeded that of the GSI group on the Pennsylvania System of School Assessment measure. On the computation test, both groups made gains over time.