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首页> 外文学位 >Struggling learners of mathematics: An investigation of their learning through reform-based instruction.
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Struggling learners of mathematics: An investigation of their learning through reform-based instruction.

机译：奋斗的数学学习者：通过基于改革的教学对他们的学习进行的调查。

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摘要

The purpose of this study was to explore mathematics instruction which implements reform-based problems within a traditionally taught classroom and its effect on struggling learners of mathematics. The reform-based problems implemented during the course of this study dealt with area and perimeter concepts at the fifth grade level. For this study, struggling learners of mathematics were defined as students scoring below the 40th percentile on the mathematics subtests of the Iowa Test of Basic Skills. The regular classroom teacher taught all lessons during the unit of instruction, while the researcher collected data from students using multiple methods: pretests and posttests, task-based interviews, standardized test scores, classroom observations, and pre and post attitude surveys.;Through the pretest and posttests given during the course of this study, the researcher found evidence which connects reading comprehension to mathematical understanding. Students identified as struggling learners of mathematics were more likely to accurately calculate area and perimeter when the dimensions were given as numerals rather than words. Results from this research study show an increase in the struggling learners' understanding of area and perimeter concepts when applied to problem-solving situations. The researcher conducted 10 observations of the fifth grade mathematics classroom. Through these observations, the researcher found the regular classroom teacher conducted mathematics instruction in a similar structure whether using the reform-based problems or a traditional lesson. The classroom teacher was deliberate in organizing each day's instructional time beginning with a review of basic mathematics skills, whole-class discussion of problems and tasks, and individual work or small group exploration. The structure of instructional time, aligned with clear and consistent student expectations gave struggling learners of mathematics opportunities to be successful in learning the concepts of area and perimeter.
机译：这项研究的目的是探索数学教学，该教学在传统授课的课堂中实施基于改革的问题，以及对陷入困境的数学学习者的影响。在研究过程中实施的基于改革的问题涉及五年级的面积和周长概念。在本研究中，陷入困境的数学学习者被定义为在爱荷华州基本技能测验的数学子测验中得分低于40％的学生。常规的课堂老师在教学单元中教授所有课程，而研究人员则使用多种方法从学生那里收集数据：预测和后测，基于任务的访谈，标准化的考试成绩，课堂观察以及前后态度调查。在研究过程中进行的前测和后测，研究人员发现了将阅读理解与数学理解联系起来的证据。当标注的尺寸是数字而不是单词时，被认为是学习困难的数学学习者的学生更有可能准确计算面积和周长。这项研究的结果表明，当将困难的学习者应用于解决问题的情况时，他们对区域和周边概念的理解有所增加。研究人员对五年级数学课堂进行了10次观察。通过这些观察，研究人员发现常规的课堂老师无论是使用基于改革的问题还是传统课程，都以类似的结构进行数学教学。课堂老师刻意组织每天的教学时间，首先是复习基本的数学技能，对问题和任务进行全班讨论，以及个人工作或小组探索。教学时间的结构与清晰一致的学生期望相一致，为陷入困境的数学学习者提供了成功学习区域和周界概念的机会。

著录项

  • 作者

    Pothast, Jennifer.;

  • 作者单位

    University of Northern Iowa.;

  • 授予单位 University of Northern Iowa.;
  • 学科 Education Mathematics.;Education Teacher Training.;Education Elementary.
  • 学位 Ed.D.
  • 年度 2010
  • 页码 192 p.
  • 总页数 192
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 冶金工业;
  • 关键词

  • 入库时间 2022-08-17 11:37:30

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