Expanding schema-based transfer instruction to help third graders solve real-life mathematical problems
Expanding schema-based transfer instruction to help third graders solve real-life mathematical problems
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DOI：
10.3102/00028312041002419
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发表时间：
2004-06-01
影响因子：
3.6
通讯作者：
Hamlett, CL
中科院分区：
文献类型：
--
作者：
Fuchs, LS;Fuchs, D;Hamlett, CL
数学问题解决是一种迁移挑战，要求儿童发展图式，将新问题识别为属于他们知道解决方案的熟悉问题类型。基于模式的迁移指令（SBTI）明确地教授迁移特征，以表面的方式改变问题，使它们看起来新颖，即使它们仍然需要已知的解决策略。本研究评估了扩展版SBTI的效果，该版本包含了更多具有挑战性的迁移特征，以扩大图式，并帮助儿童认识到现实生活中的数学问题是可解决的。教师被随机分配到16周的对照组、SBTI组或扩展SBTI组。学生们完成了以增加转移距离为重点的前测和后测。在一项近似于现实生活中问题解决的测量中，扩展SBTI组的表现优于SBTI组，而SBTI组的表现又优于对照组。
Mathematical problem solving is a transfer challenge requiting children to develop schemas for recognizing novel problems as belonging to familiar problem types for which they know solutions. Schema-based transfer instruction (SBTI) explicitly teaches transfer features that change problems in superficial ways to make them appear novel even though they still require known solution strategies. This study assessed the effects of an expanded version of SBTI incorporating more challenging transfer features for broadening schemas and helping children recognize real-life math problems as solvable. Teachers were assigned randomly to 16-week control, SBTI, or expanded SBTI conditions. Students completed pretests and posttests focusing on increasing transfer distances. On a measure approximating real-life problem, solving, the expanded SBTI group outperformed the SBTI group, which in turn outperformed the control group.