Effects of spaced, repeated retrieval practice and test-potentiated learning on mathematical knowledge and reasoning
Effects of spaced, repeated retrieval practice and test-potentiated learning on mathematical knowledge and reasoning
复制标题
间隔、重复检索练习和测试强化学习对数学知识和推理的影响
DOI：
10.1080/0020739x.2021.1961034
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发表时间：
2021
影响因子：
0.9
通讯作者：
B. May
中科院分区：
文献类型：
--
作者：
B. May
本研究考察了在真实的教育环境中，间隔的重复提取练习和测验强化学习对数学知识和推理的影响。研究参与者是一个队列的二年级职前数学教师。修订后的分类表被用来衡量知识和推理能力的参与者。研究结果表明，干预是有效的，在提高类别，熟悉的算法推理和程序知识是必需的。对于需要灵活和创造性地使用概念和程序知识的类别，它的效果较差。本研究使用了存储和提取强度理论以及概念知识来解释研究结果。
Effects of spaced, repeated retrieval practice and test-potentiated learning on mathematical knowledge and reasoning in an authentic educational setting are investigated in the study. Research participants were a cohort of second-year pre-service mathematics teachers. A revised taxonomy table was utilized to measure the knowledge and reasoning proficiency of participants. Findings indicate that the intervention was effective in enhancing categories, where familiar algorithmic reasoning and procedural knowledge were required. It was less effective with categories requiring flexible and creative use of conceptual and procedural knowledge. Theories of storage and retrieval strength and conceptual knowledge are used to explain the findings.