Fuchs Lynn S, Powell Sarah R, Seethaler Pamela M, Cirino Paul T, Fletcher Jack M, Fuchs Douglas, Hamlett Carol L, Zumeta Rebecca O
Department of Special Education, Vanderbilt University.
J Educ Psychol. 2009 Aug 1;101(3):561-576. doi: 10.1037/a0014701.
The purposes of this study were to assess the efficacy of remedial tutoring for 3rd graders with mathematics difficulty, to investigate whether tutoring is differentially efficacious depending on students' math difficulty status (mathematics difficulty alone vs. mathematics plus reading difficulty), to explore transfer from number combination (NC) remediation, and to examine the transportability of the tutoring protocols. At 2 sites, 133 students were stratified on mathematics difficulty status and site and then randomly assigned to 3 conditions: control (no tutoring), tutoring on automatic retrieval of NCs (i.e., Math Flash), or tutoring on word problems with attention to the foundational skills of NCs, procedural calculations, and algebra (i.e., Pirate Math). Tutoring occurred for 16 weeks, 3 sessions per week and 20-30 min per session. Math Flash enhanced fluency with NCs with transfer to procedural computation but without transfer to algebra or word problems. Pirate Math enhanced word problem skill as well as fluency with NCs, procedural computation, and algebra. Tutoring was not differentially efficacious as a function of students' mathematics difficulty status. The tutoring protocols proved transportable across sites.
本研究的目的是评估针对三年级数学困难学生的辅导效果，调查辅导是否因学生的数学困难状况（仅数学困难与数学加阅读困难）而具有不同的效果，探索数字组合（NC）补救措施的迁移情况，并检验辅导方案的可移植性。在两个地点，133名学生按数学困难状况和地点进行分层，然后随机分配到3种条件下：对照组（无辅导）、关于自动检索NCs的辅导（即数学闪存），或关于应用题的辅导，同时关注NCs的基础技能、程序性计算和代数（即海盗数学）。辅导持续16周，每周3次，每次20 - 30分钟。数学闪存提高了NCs的流畅性，并迁移到程序性计算，但未迁移到代数或应用题。海盗数学提高了应用题技能以及NCs、程序性计算和代数的流畅性。辅导作为学生数学困难状况的函数，其效果没有差异。辅导方案在不同地点证明是可移植的。
