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首页> 外文期刊>Journal for research in mathematics education >The potential of a culturally based supplemental mathematics curriculum to improve the mathematics performance of Alaska native and other students
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The potential of a culturally based supplemental mathematics curriculum to improve the mathematics performance of Alaska native and other students

机译：基于文化的补充数学课程对改善阿拉斯加本地人和其他学生的数学表现的潜力

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This randomized controlled trial conducted in Alaska examined the efficacy of 2 second-grade modules of the reform-oriented and culturally based Math in a Cultural Context (MCC) teacher training and curriculum. The results show that the Picking Berries (representing and measuring) and Going to Egg Island (grouping and place value) modules significantly improved students' mathematics performance, with relatively robust effect sizes (0.82 and 0.39 standard deviations, respectively, both statistically significant at the.001 level). Both modules increased the gains of Alaska Native students significantly (effect sizes of 1.00 and 0.33 for the Picking Berries and Going to Egg Island modules, respectively). The analysis also revealed that the impacts were broad based. Significant impacts of the MCC modules were found for multiple conceptual areas. Moreover, the impacts were significant for most of the subgroups of schools and students examined.
机译：这项在阿拉斯加进行的随机对照试验研究了在文化背景（MCC）的教师培训和课程中两个面向改革和基于文化的数学二级模块的功效。结果表明，“采摘浆果”（表示和测量）和“去鸡蛋岛”（分组和位置值）模块显着改善了学生的数学表现，并且具有相对稳健的效应量（分别为0.82和0.39标准差），在.001级）。这两个模块都大大提高了阿拉斯加土著学生的学习水平（“采摘浆果”和“去鸡蛋岛”模块的效果大小分别为1.00和0.33）。分析还显示，影响是广泛的。发现MCC模块对多个概念领域产生了重大影响。而且，对所检查的大多数学校和学生亚组来说，影响是显着的。

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