Training students to represent arithmetic word problems
Training students to represent arithmetic word problems
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训练学生表达算术应用题
DOI：
10.1037/0022-0663.81.4.521
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发表时间：
1989
影响因子：
4.9
通讯作者：
A. Lewis
中科院分区：
文献类型：
--
作者：
A. Lewis
通过前测-后测设计，对 96 名大学生测试了一项旨在提高学生比较应用题表达能力的培训计划的影响。预测试数据支持 Lewis 和 Mayer (1987) 的理解模型。后测数据显示，对于目标问题，图表组学习了算术单词问题中的语句类型（翻译训练），还学习了用图表表示问题信息的方法（整合训练），比仅接受翻译训练的语句组（83% 至 89%）或未接受训练的对照组（84% 至 91%）产生了更大的前测到后测增益（85% 至 99% 正确表示）。在转移项目上，图表组也比陈述组（84% 到 87%）或对照组（80% 到 81%）产生了更大的收益（77% 到 93%）。人们对数学课程中表征训练的重要性进行了争论。
The impact of a training program to improve students’ representation skills for compare word problems was tested with 96 college students in a pretest–posttest design. Pretest data supported Lewis and Mayer’s (1987) comprehension model. Posttest data showed that for targeted problems, the diagram group, which learned about the types of statements found in arithmetic word problems (translation training) and also learned a method for diagraming problem information (integration training), produced greater pretest-to-posttest gains (85% to 99% correct representation) than did either the statement group, which received only translation training (83% to 89%), or the control group, which received no training (84% to 91%). On transfer items the diagram group also produced greater gains (77% to 93%) than either the statement group (84% to 87%) or the control group (80% to 81%). Arguments are made for the importance of representation training in mathematics curricula.
影响因子：
5.4
作者：
KINTSCH, W;GREENO, JG
通讯作者：
GREENO, JG