Koponen Tuire K, Sorvo Riikka, Dowker Ann, Räikkönen Eija, Viholainen Helena, Aro Mikko, Aro Tuija
Faculty of Education and Psychology, University of Jyväskylä, Jyväskylä, Finland.
Niilo Mäki Instituutti, Jyväskylä, Finland.
Front Psychol. 2018 Jul 11;9:1187. doi: 10.3389/fpsyg.2018.01187. eCollection 2018.
The aim of the present study was to extend the previous intervention research in math by examining whether elementary school children with poor calculation fluency benefit from strategy training focusing on derived fact strategies and following an integrative framework, i.e., integrating factual, conceptual, and procedural arithmetic knowledge. It was also examined what kind of changes can be found in frequency of using different strategies. A quasi-experimental design was applied, and the study was carried out within the context of the school and its schedules and resources. Twenty schools in Finland volunteered to participate, and 1376 children were screened in for calculation fluency problems. Children from second to fourth grades were recruited for the math intervention study. Children with low performance (below the 20th percentile) were selected for individual assessment, and indications of using counting-based strategies were the inclusion criteria. Altogether, 69 children participated in calculation training for 12 weeks. Children participated in a group based strategy training twice a week for 45 min. In addition, they had two short weekly sessions for practicing basic addition skills. Along with pre- and post-intervention assessments, a 5-month follow-up assessment was conducted to exam the long-term effects of the intervention. The results showed that children with dysfluent calculation skills participating in the intervention improved significantly in their addition fluency during the intervention period, showing greater positive change than business-as-usual or reading intervention controls. They also maintained the reached fluency level during the 5-month follow-up but did not continue to develop in addition fluency after the end of the intensive training program. There was an increase in fact retrieval and derived fact/decomposition as the preferred strategies in math intervention children and a decrease of the use of counting-based strategies, which were the most common strategies for them before the intervention. No transfer effect was found for subtraction fluency.
本研究的目的是通过考察计算流畅性较差的小学生是否能从聚焦于派生事实策略并遵循综合框架（即将事实性、概念性和程序性算术知识整合起来）的策略训练中受益，来扩展先前在数学方面的干预研究。研究还考察了在使用不同策略的频率上会发现何种变化。本研究采用了准实验设计，并在学校及其日程安排和资源的背景下开展。芬兰的20所学校自愿参与，1376名儿童接受了计算流畅性问题筛查。二至四年级的儿童被招募参与数学干预研究。表现较差（低于第20百分位数）的儿童被选出来进行个体评估，使用基于计数策略的表现作为纳入标准。总共有69名儿童参加了为期12周的计算训练。儿童每周参加两次基于小组的策略训练，每次45分钟。此外，他们每周还有两次简短的课程来练习基本加法技能。除了干预前和干预后的评估外，还进行了为期5个月的随访评估，以考察干预的长期效果。结果显示，参与干预的计算技能不流畅的儿童在干预期间加法流畅性有显著提高，与常规教学或阅读干预对照组相比，显示出更大的积极变化。他们在5个月的随访期间也保持了所达到的流畅水平，但在强化训练项目结束后加法流畅性没有继续提高。在接受数学干预的儿童中，作为首选策略的事实检索和派生事实/分解有所增加，而基于计数的策略的使用减少，基于计数的策略在干预前是他们最常用的策略。减法流畅性未发现迁移效应。
