Design, Development, and Initial Testing of Asset-Based Intervention Grounded in Trajectories of Student Fraction Learning
Design, Development, and Initial Testing of Asset-Based Intervention Grounded in Trajectories of Student Fraction Learning
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基于学生分数学习轨迹的基于资产的干预的设计、开发和初步测试
DOI：
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发表时间：
2020
影响因子：
1.8
通讯作者：
Jasmine Welch
中科院分区：
文献类型：
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作者：
J. Hunt;Kristi Martin;Andy Khounmeuang;Juanita M. Silva;B. Patterson;Jasmine Welch
对于有学习障碍和困难的儿童来说，数学中最持久的困难领域之一是分数。我们报告的发展和初步测试的干预措施，旨在增加获得和进步的概念理解。我们的资产为基础的变化理论-一个测试和确认的学习轨迹的分数概念的学生与LD接地以学生为中心的教学-作为我们的多阶段科学设计过程的基础。我们报告基础（即，变革理论、建立和完善学习轨迹以及核心教学内容）和评估（关于学生成果的试点数据）。研究结果揭示了该计划的保真度和潜力，以提高学生在学校环境中的成果的积极影响。积极的成果支持继续探索和扩展一个新的框架，以学生学习的轨迹为基础的补充干预。
One of the most persistent areas of difficulty in mathematics for children with learning disabilities (LDs) and difficulties is fractions. We report the development and initial testing of an intervention designed to increase access to and advancement in conceptual understanding. Our asset-based theory of change—a tested and confirmed learning trajectory of fraction concepts of students with LDs grounded in student-centered instruction—served as the basis for our multistage scientific design process. We report on foundational (i.e., a theory of change, establishment and refinement of learning trajectories, and core instructional components) and evaluative (pilot data on student outcomes) components of the intervention. The results of the study reveal positive effects of the program’s fidelity and potential to improve student outcomes in school settings. The positive outcomes support continued exploration and expansion of a new framework for supplemental intervention grounded in trajectories of student learning.