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Effects of an experimental curriculum on third graders' knowledge of multiplication facts.

机译：实验课程对三年级学生的乘法事实知识的影响。

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摘要

This mixed method study investigated the effect of three curricula for teaching multiplication facts on third graders' knowledge of multiplication facts, looking specifically at correct responses, errors and omissions, problem size effect, and strategy use. The study employed a pretest-treatment-posttest design.; Prior to the treatment, 49 students in three third-grade classes completed two pretest measures. Then intact classes were taught during their regularly scheduled mathematics sessions during a three-week period. Two groups were taught with an experimental curriculum, Multiplication Matters (Salvo, 2004). The Multiplication Matters group ( MM, n = 16) was taught the strategies in Multiplication Matters , while the Multiplication Matters without Strategies group (MM without Strategies, n = 18) was not. The Control group (n = 15) was taught using activities and methods from the Everyday Mathematics curriculum (University of Chicago School Mathematics Project, 2001). A single teacher, who was also the researcher for the study and author of Multiplication Matters , taught all three groups. Following the treatments, all participants completed a group posttest measure. Eighteen students individually completed a videotaped computer posttest with interview.; There were no differences in overall gains in correct responses among the groups. However, the MM group had greater gains among problems with larger factors and products than the Control group. The MM without Strategies and Control groups had greater gains among problems with smaller factors and products than the MM group. Consequently, the problem size effect was reduced for the MM group as compared with the other two groups. The results, therefore, indicate that the problem size effect was modified by instruction.; The MM group made more table-related errors after the treatment, attributable to one of the strategies that was taught. Omissions were reduced for the MM group while remaining near pretest levels for the other two groups, attributable to the strategies taught. Videotaped interviews revealed potential emotional consequences of omissions for students.; The findings, taken as a whole, suggest tailoring multiplication fact teaching methods to the specific facts being taught. A more complete model for multiplication fact knowledge is proposed in the discussion based on these results.
机译：这项混合方法的研究调查了三种用于教授乘法事实的课程对三年级学生的乘法事实知识的影响，特别关注了正确的答案，错误和遗漏，问题大小的影响以及策略的使用。该研究采用了试验前治疗后试验设计。在治疗之前，三个三年级班的49名学生完成了两项预测措施。然后，在为期三周的定期数学课程中教授完整课程。两组学生接受了实验课程“乘法问题”的教学（Salvo，2004年）。乘法问题组（MM，n = 16）在乘法问题中教授了策略，而没有策略的乘法问题组（MM，无策略，n = 18）则没有。对照组（n = 15）使用“日常数学”课程（芝加哥大学学校数学项目，2001年）中的活动和方法进行教学。也是该研究的研究者和乘法问题的作者的一位老师教了这三个小组。治疗后，所有参与者均完成了小组后测措施。 18名学生分别通过访谈完成了录像的计算机后测。各组之间正确回答的总体获益没有差异。但是，与对照组相比，MM组在具有较大因素和产品的问题中获益更大。没有策略和控制组的MM在问题和产品较小的问题中比MM组有更大的收获。因此，与其他两组相比，MM组的问题规模效应减小了。因此，结果表明问题大小的影响已通过指令进行了修改。 MM组在治疗后犯了更多与表相关的错误，这归因于所教授的一种策略。 MM组的遗漏减少了，而其他两个组的遗漏保持在接近测试前的水平，这归因于所教授的策略。录像采访显示，遗漏会对学生造成潜在的情感后果。从总体上看，这些发现建议根据所教授的具体事实量身定制乘法事实教学方法。基于这些结果，在讨论中提出了一个更完整的乘法事实知识模型。

著录项

  • 作者

    Salvo, Lynnea C.;

  • 作者单位

    George Mason University.;

  • 授予单位 George Mason University.;
  • 学科 Education Mathematics.; Education Elementary.
  • 学位 Ph.D.
  • 年度 2006
  • 页码 256 p.
  • 总页数 256
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 初等教育;
  • 关键词

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