Effectiveness of explicit and constructivist mathematics instruction for low-achieving students in the Netherlands
Effectiveness of explicit and constructivist mathematics instruction for low-achieving students in the Netherlands
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DOI：
10.1086/499751
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发表时间：
2004-01-01
影响因子：
1.7
通讯作者：
Maas, CJM
中科院分区：
文献类型：
--
作者：
Kroesbergen, EH;Van Luit, JEH;Maas, CJM
在本研究中，我们比较了小团体建构主义教学和显性数学基础乘法教学对低年级学生学习成绩和学习动机的影响。共有265名学生（8-11岁）参加了这项研究，他们来自13所普通小学和11所专门为有学习和/或行为障碍的学生开设的小学。实验组接受30分钟的建构主义或显性教学，每组5人，每周两次，持续5个月。进行了前后测试，以比较对学生的自动性、解决问题、策略使用和动机的影响，以及遵循常规课程的对照组的表现。结果表明，外显教学条件下学生的数学成绩显著高于建构主义条件下学生的数学成绩，两种实验条件下学生的数学成绩显著高于对照条件下学生的数学成绩。只发现了一些对动机的影响。因此，我们得出结论，最近的数学教学改革要求学生建构自己的知识，可能对成绩差的学生无效。
In this study we compared the effects of small-group constructivist and explicit mathematics instruction in basic multiplication on low-achieving students' performance and motivation. A total of 265 students (aged 8-11 years) from 13 general and 11 special elementary schools for students with learning and/or behavior disorders participated in the study. The experimental groups received 30 minutes of constructivist or explicit instruction in groups of 5 students twice weekly for 5 months. Pre- and posttests were conducted to compare the effects on students' automaticity, problem-solving, strategy use, and motivation to the performance of a control group who followed the regular curriculum. Results showed that the math performance of students in the explicit instruction condition improved significantly more than that of students in the constructivist condition, and the performance of students in both experimental conditions improved significantly more than that of students in the control condition. Only a few effects on motivation were found. We therefore concluded that recent reforms in mathematics instruction requiring students to construct their own knowledge may not be effective for low-achieving students.