School of Natural Sciences and Health, Tallinn University, Estonia.
Institute of Education, University of Tartu, Estonia.
Br J Educ Psychol. 2020 Jun;90 Suppl 1:105-123. doi: 10.1111/bjep.12308. Epub 2019 Jul 25.
Math is a difficult subject with which many upper middle-school students struggle. In addition to knowledge, skills, and motivation, effective learning strategies play an important role in learning math.
This study aimed to examine the effects of comprehension-oriented learning strategies (perceptual and abstract grouping of material) - together with math self-concept, task-persistent learning behaviour, earlier math skills, reasoning abilities, and reading comprehension - on solving mathematical calculation and word problems at the end of middle school.
The sample consisted of 231 students (50% boys; mean age in Grade 9 = 15.55 years) from 16 schools and 31 classrooms in Estonia.
Students were tested twice - once at the end of Grade 6 and once at the end of Grade 9. Calculation and problem-solving skills were assessed at both time points. Math self-concept, teacher-rated task persistence, reasoning abilities, and reading comprehension were assessed in Grade 6. Learning strategies were assessed using a word-memorization task in Grade 9. Multiple regression analysis was used.
Applying abstract (but not perceptual) grouping was related to higher calculation and problem-solving skills. Math skills were persistent over time, and calculation and problem-solving skills mutually affected each other. Math self-concept, task persistence, and reading comprehension had a positive effect on problem-solving but not calculation skills. The study noted deficient use of comprehension-oriented strategies at the end of middle school, suggesting that more attention should be paid to teaching and discussing such learning strategies. These findings suggest that students' math skills may be enhanced by supporting metacognitive awareness and use of comprehension-oriented learning strategies.
数学是一门令许多中上学生感到困难的学科。除了知识、技能和动机外，有效的学习策略在学习数学中也起着重要作用。
本研究旨在探讨理解导向的学习策略（材料的感知和抽象分组）——以及数学自我概念、任务坚持学习行为、早期数学技能、推理能力和阅读理解——对中学末期解决数学计算和应用题的影响。
该样本由来自爱沙尼亚 16 所学校和 31 个班级的 231 名学生（男生占 50%；9 年级的平均年龄为 15.55 岁）组成。
学生接受了两次测试——一次在 6 年级末，一次在 9 年级末。在这两个时间点都评估了计算和解决问题的技能。在 6 年级评估了数学自我概念、教师评定的任务坚持、推理能力和阅读理解。在 9 年级使用单词记忆任务评估学习策略。使用多元回归分析。
应用抽象（而不是感知）分组与更高的计算和解决问题的技能相关。数学技能具有时间上的持久性，并且计算和解决问题的技能相互影响。数学自我概念、任务坚持和阅读理解对解决问题有积极影响，但对计算技能没有影响。研究注意到中学末期理解导向策略的使用不足，这表明应该更加关注教授和讨论此类学习策略。这些发现表明，通过支持元认知意识和使用理解导向的学习策略，学生的数学技能可能会得到提高。
