Jitendra Asha K, Harwell Michael R, Dupuis Danielle N, Karl Stacy R
1 Department of Educational Psychology, University of Minnesota, Minneapolis, USA.
J Learn Disabil. 2017 May/Jun;50(3):322-336. doi: 10.1177/0022219416629646. Epub 2016 Aug 3.
This article reports results from a study investigating the efficacy of a proportional problem-solving intervention, schema-based instruction (SBI), in seventh grade. Participants included 806 students with mathematical difficulties in problem solving (MD-PS) from an initial pool of 1,999 seventh grade students in a larger study. Teachers and their students in the larger study were randomly assigned to an SBI or control condition and teachers in both conditions then provided instruction on the topics of ratio, proportion, and percent. We found that students with MD-PS in SBI classrooms scored on average higher than their counterparts in control classrooms on a posttest and delayed posttest administered 9 weeks later. Given students' difficulties with proportional problem-solving and the consequences of these difficulties, an important contribution of this research is the finding that when provided with appropriate instruction, students with MD-PS are capable of enhanced proportional problem-solving performance.
本文报告了一项关于比例问题解决干预措施——基于图式的教学法（SBI）在七年级学生中的有效性研究结果。在一项规模更大的研究中，参与者包括从1999名七年级学生的初始样本中筛选出的806名在解决问题方面存在数学困难（MD - PS）的学生。在规模更大的研究中，教师及其学生被随机分配到SBI组或对照组，然后两组的教师都就比率、比例和百分数等主题进行教学。我们发现，在9周后进行的后测和延迟后测中，SBI课堂上有MD - PS的学生平均得分高于对照组课堂上的对应学生。鉴于学生在比例问题解决方面存在困难以及这些困难带来的后果，本研究的一个重要贡献是发现，当给予适当的教学时，有MD - PS的学生能够提高比例问题解决能力。
