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The effects of visual mathematical instruction on the perception and achievement of elementary visual -spatial learners.

机译：视觉数学教学对基本视觉空间学习者的感知和成就的影响。

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摘要

This comparative case study identified the effect visual-spatial instructional strategies in math had on student perception and achievement of identified visual-spatial learners (VSLs) in the elementary classroom. VSLs are students who learn holistically, are creative, and have the ability to see and manipulate an object in their mind's eye. The theoretical basis for this study was multiple intelligence theory which identified visual-spatial as a separate intelligence. The mathematics achievement of 4th grade VSLs on the Iowa Test of Basic Skills taught with a traditional textbook approach was compared to VSLs taught math through the use of games and manipulatives. The data were analyzed using an independent-measures t-test and produced no statistically significant findings. The control and treatment groups were equally effective in achievement. The students' perception and attitudes toward learning math through games and manipulatives compared to those taught through traditional textbook instruction were measured through surveys. The survey data were analyzed using an independent-measures t-test and produced no statistically significant findings. The data were triangulated through the use of interviews, journal entries, and observations. Only the treatment group utilized math games and found them motivating. The treatment group also recognized manipulatives were helpful when learning difficult math concepts. This study showed VSLs taught math with visual-spatial strategies had a positive attitude towards a variety of instructional strategies and could match an appropriate strategy with a particular math concept. From this research, positive social change implications for teachers suggest the use of visual-spatial mathematical instructional strategies to accommodate the aspects of students' visual-spatial learning style more effectively than traditional textbook instruction.
机译：这项比较案例研究确定了数学中的视觉空间教学策略对学生的感知以及小学课堂中确定的视觉空间学习者（VSL）的学习效果。 VSL是能够全面学习，富有创造力并且能够在自己的大脑中看到和操纵对象的学生。这项研究的理论基础是多元智能理论，该理论将视觉空间识别为独立的智力。通过使用传统的教科书方法，将爱荷华州基础技能测试中的四年级VSL的数学成绩与通过游戏和操作方法教给数学的VSL进行了比较。使用独立测量t检验分析数据，未产生统计学上的显着性发现。对照组和治疗组在成就上同样有效。通过问卷调查，与通过传统教科书教学的学生相比，学生通过游戏和手法学习数学的看法和态度。使用独立测量t检验对调查数据进行了分析，未产生统计学上的显着发现。通过使用访谈，日记条目和观察来对数据进行三角测量。只有治疗组利用数学游戏，发现它们具有激励作用。治疗组还认识到，在学习困难的数学概念时，手法很有帮助。这项研究表明，使用视觉空间策略教授数学的VSL对各种教学策略持积极态度，并且可以将适当的策略与特定的数学概念相匹配。通过这项研究，对教师的积极的社会变革影响表明，使用视觉空间数学教学策略比传统教科书教学更有效地适应了学生的视觉空间学习风格。

著录项

  • 作者

    Dean, Kathleen A.;

  • 作者单位

    Walden University.;

  • 授予单位 Walden University.;
  • 学科 Curriculum development.;Elementary education.;Mathematics education.
  • 学位 Ed.D.
  • 年度 2007
  • 页码 170 p.
  • 总页数 170
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 建筑科学;
  • 关键词

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