Ma Xin, Papanastasiou Constantinos
Department of Curriculum and Instruction, University of Kentucky, KY, USA.
Eval Rev. 2006 Aug;30(4):451-80. doi: 10.1177/0193841X05284090.
The authors use Canadian data from the Third International Mathematics and Science Study to examine six instructional methods that mathematics teachers use to introduce new topics in mathematics on performance of eighth-grade students in six mathematical areas (mathematics as a whole, algebra, data analysis, fraction, geometry, and measurement). Results of multilevel analysis with students nested within schools show that the instructional methods of having the teacher explain the rules and definitions and looking at the textbook while the teacher talks about it had little instructional effects on student performance in any mathematical area. In contrast, the instructional method in which teachers try to solve an example related to the new topic was effective in promoting student performance across all mathematical areas.
作者利用第三次国际数学与科学研究中的加拿大数据，研究了数学教师用于在六个数学领域（整体数学、代数、数据分析、分数、几何和测量）向八年级学生介绍新数学主题的六种教学方法。对嵌套于学校中的学生进行的多层次分析结果表明，教师讲解规则和定义以及在教师讲解时看教科书的教学方法，对任何数学领域的学生成绩几乎没有教学效果。相比之下，教师尝试解决与新主题相关示例的教学方法在促进所有数学领域的学生成绩方面是有效的。
