Teaching third graders about real-life mathematical problem solving: A randomized controlled study
Teaching third graders about real-life mathematical problem solving: A randomized controlled study
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DOI：
10.1086/503633
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发表时间：
2006-03-01
影响因子：
1.7
通讯作者：
Hope, SK
中科院分区：
文献类型：
--
作者：
Fuchs, LS;Fuchs, D;Hope, SK
本研究旨在探讨图式拓展教学对三年级学生数学问题解决策略的影响。教师(n=30)被随机分配到3个为期16周的条件：对照组、SBI和SBI-RL。对所在班级(n=455)的学生在增加问题迁移距离的情况下进行问题解决措施的前测和后测，其中远迁移反映了现实生活中的问题。在大多数情况下，有或没有语言学习的SBI学生的进步在统计学上显著好于对照学生，效果大小较大，但彼此之间具有可比性。相比之下，OIL这一结构最差的现实生活问题，与解决现实生活问题的模糊性相似，最接近、最可靠、效果最大的学生对SBI-RL学生有利，而不是SBI和对照学生，这表明了RL的潜力。
The purpose of this study was to assess the effects of schema-broadening instruction (SBI), with and without explicit instruction in strategies for tackling the complexities involved in real-life (RL) math problems, on the math problem solving of third-grade students. Teachers (n = 30) were assigned randomly to 3 16-week conditions: control, SBI, and SBI-RL. Students in their classes (n = 455) were pre- and posttested on problem-solving measures at increasing transfer distances from the problems used for teaching problem solutions, with far transfer mirroring real-life problems. For the most part, SBI students, with and without RL, improved statistically significantly better than control students, with large effect sizes, but comparably to each other. By contrast, oil the least structured real-life question, paralleling the ambiguities of real-life problem solving most closely, reliable and large effects favored the SBI-RL students over SBI and control students, suggesting RL's potential.