Dowker Ann
Oxford University, Oxford, United Kingdom.
Adv Child Dev Behav. 2017;53:255-287. doi: 10.1016/bs.acdb.2017.04.004. Epub 2017 Jun 23.
Difficulty with arithmetic is a common problem for children and adults, though there has been some work on the topic for a surprisingly long time. This chapter will review some of the research that has been done over the years on interventions with primary school children. Interventions can be of various levels of intensiveness, ranging from whole-class approaches that take account of individual differences through small-group and limited-time individual interventions to extended-time individual interventions. Interventions discussed here include those involving peer tuition and group collaboration; those involving board and computer games; and those that involve assessing children's strengths and weaknesses in different components of mathematics; and targeting remedial activities to the assessed weaknesses. Most of the interventions discussed in this chapter specifically involve mathematics (usually mainly arithmetic), but there is also some discussion of attempts to improve mathematics by training children in domain-general skills, including Piagetian operations, metacognition, and executive functions.
算术困难对儿童和成人来说都是一个常见问题，尽管关于这个主题已经进行了相当长时间的研究。本章将回顾多年来针对小学生干预措施所开展的一些研究。干预措施的强度各不相同，从考虑个体差异的全班教学方法，到小组教学、限时个别辅导，再到延长时间的个别辅导。这里讨论的干预措施包括那些涉及同伴辅导和小组协作的；那些涉及棋盘游戏和电脑游戏的；以及那些涉及评估儿童在数学不同组成部分的优势和劣势，并针对评估出的劣势开展补救活动的。本章讨论的大多数干预措施特别涉及数学（通常主要是算术），但也有一些关于通过训练儿童通用领域技能（包括皮亚杰式运算、元认知和执行功能）来提高数学能力的尝试的讨论。
