The effect of using a video clip presenting a contextual story on low-achieving students’ mathematical discourse
The effect of using a video clip presenting a contextual story on low-achieving students’ mathematical discourse
复制标题
使用视频剪辑呈现情境故事对成绩不佳的学生数学话语的影响
DOI：
10.1007/s10649-010-9262-5
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发表时间：
2011
影响因子：
3.2
通讯作者：
Orit Broza
中科院分区：
文献类型：
--
作者：
Yifat Ben;Orit Broza
如何促进数学学业不良学生的学习，是研究者和教师共同面临的重大挑战。我们调查了在视频剪辑中呈现的上下文故事的使用是否以及如何促进了成绩低下的学生理解分数扩展的含义。为此，我们(A)在一次有指导的互动课程中拍摄了一组这样的学生，(B)采访了学生和教师，了解他们对视频片段的第一印象，以及(C)进行了前后测试，以检查学生们选择用来讨论扩展的话语。尽管受访者的印象是，视频片段的使用更容易记住故事，但对引导互动课程的分析显示，当被要求解释为什么分数及其扩展形式相等时，学生并没有自发地使用它。相反，他们的解释是围绕扩张程序进行的。正是在学生回忆故事的基础上，导师在语篇中进行了仔细的干预，从而产生了协同效应，促进了学生对分数展开意义的理解和清晰表达。这一组合被证明是一种潜在的成功策略，可以有效地促进成绩不佳的学生对数学的理解，这一点在学生的语篇和考试后表现中得到了证明。与此同时，我们的结果突出了实现有益效果所需的精细脚手架。
The question of how to enhance the learning of low-achieving students in mathematics presents an important challenge to researchers and teachers alike. We investigated whether and how the use of a contextual story presented in a video clip facilitated low-achieving students’ understanding of the meaning of fraction expansion. To this end, we (a) videotaped one group of three such students during a guided interaction session, (b) interviewed students and teachers about their first impressions of the use of the video clip, and (c) conducted pre–post-tests to examine the discourse students choose to employ to discuss expansion. Despite the interviewees’ impression that the use of the video clips makes it easier to remember the story, the analysis of the guided interaction session revealed that the students did not use it spontaneously when asked to explain why a fraction and its expanded form are equivalent. Rather, their explanations revolved around the expansion procedure. It was the tutor’s careful interventions in the discourse, building on the students’ recall of the story, which led to a synergy effect that facilitated the students’ understanding and articulation of the meaning of fraction expansion. This combination proved to be a potentially successful strategy in effectively promoting low-achieving students’ understanding in mathematics, as demonstrated in the students’ discourse and post-test performance. At the same time, our results highlight the delicate scaffolding required to achieve a beneficial effect.