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首页> 外文期刊>Journal for research in mathematics education >An intervention including an online game to improve grade 6 students' performance in early algebra
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An intervention including an online game to improve grade 6 students' performance in early algebra

机译：一项包括在线游戏的干预措施，旨在提高六年级学生在早期代数中的表现

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摘要

This study investigated whether an intervention including an online game contributed to 236 Grade 6 students' performance in early algebra, that is, solving problems with covarying quantities. An exploratory quasi-experimental study was conducted with a pretestposttest-control-group design. Students in the experimental group were asked to solve at home a number of problems by playing an online game. Special software recorded students' online activity. Before and after the intervention, a paper-and-pencil test on early-algebra problem solving was administered. Statistical analyses showed a significant positive effect of the intervention on posttest performance when controlling for pretest performance, mathematical ability, and gender. Although boys outperformed girls in early algebra performance on the pretest as well as on the posttest, boys and girls profited equally from the intervention. Implications of these results for educational practice are discussed.
机译：这项研究调查了包括在线游戏在内的干预是否有助于236位6年级学生在早期代数中的表现，即解决了数量可变的问题。一项探索性的准实验研究是采用testtestposttest-control-group设计进行的。实验组的学生被要求通过玩在线游戏在家解决许多问题。特殊软件记录了学生的在线活动。在干预之前和之后，进行了关于早期代数问题解决的纸笔测试。统计分析表明，在控制测试前表现，数学能力和性别时，干预措施对测试后表现具有明显的积极影响。尽管在早期测验和后期测验中，男孩在早期代数成绩方面的表现均优于女孩，但男孩和女孩从干预中获得的收益均相等。讨论了这些结果对教育实践的意义。

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