Scalise Nicole R, Gladstone Jessica R, Miller-Cotto Dana
Washington State University, United States.
University of Illinois, Urbana-Champaign, United States.
J Exp Child Psychol. 2025 Sep;257:106281. doi: 10.1016/j.jecp.2025.106281. Epub 2025 Apr 28.
To best support students' mathematical learning, it is critical to identify instructional strategies that predict achievement over time and consider how these strategies interact with individual child factors. Prior research suggests that strategies informed by the principles of the science of learning benefit children's mathematical development in early childhood. The present study extends previous findings to middle childhood, examining the relations between children's exposure to mathematics instruction informed by the science of learning principles, children's mathematics interest, and their mathematics achievement at the end of fourth grade. Participants were 4520 children from the Early Childhood Longitudinal Study - Kindergarten 2010-2011 (M = 10.1 years; 50 % female). Children who received more frequent mathematics instruction aligned with principles of the science of learning had higher mathematics achievement at the end of fourth grade, controlling for prior mathematics achievement, overall frequency of mathematics instruction, child age, sex, and socioeconomic status. Although we hypothesized that children's individual mathematics interest would moderate the association between the frequency of high-quality mathematics instruction and mathematics achievement, our results did not find evidence that children's initial mathematics interest affected the association between their exposure to science of learning aligned strategies and their end-of-year mathematics achievement.
为了最好地支持学生的数学学习，识别能够长期预测成绩的教学策略并考虑这些策略如何与个体儿童因素相互作用至关重要。先前的研究表明，基于学习科学原理的策略有利于幼儿期儿童的数学发展。本研究将先前的研究结果扩展至童年中期，考察了遵循学习科学原理的数学教学对儿童的影响、儿童的数学兴趣以及他们在四年级末的数学成绩之间的关系。参与者是来自2010 - 2011年幼儿园儿童纵向研究的4520名儿童（平均年龄M = 10.1岁；50%为女性）。在控制了先前的数学成绩、数学教学的总体频率、儿童年龄、性别和社会经济地位后，接受更频繁的符合学习科学原理的数学教学的儿童在四年级末的数学成绩更高。尽管我们假设儿童的个人数学兴趣会调节高质量数学教学频率与数学成绩之间的关联，但我们的结果并未发现证据表明儿童最初的数学兴趣会影响他们接受遵循学习科学原理的策略教学与年终数学成绩之间的关联。
