Numerical competence in young children and in children with mathematics learning disabilities

A longitudinal study was conducted on 82 children to investigate, firstly the numerical competence of young children and the predictive value of (pre)-numerical tests in kindergarten, and, secondly, whether children's knowledge of the numerical system and representation of the number size is related to their computation and logical knowledge and to their counting skills. In an additional cross-sectional study on 30 children with a clinical diagnosis of mathematical learning disability (MLD) of 8,5 years, age- and ability-matched with 2 × 30 children the same parameters of numerical competence were assessed. The longitudinal data showed individual differences in numerosity, as well as the relationship between a delay in arithmetics in grade l and problems on numerosity in kindergarten. In the cross-sectional results some evidence was found for the independence of numerical abilities in MLD-children. About 13% of them had still severe pre-numerical processing deficits (in number sequence production, cardinality skills and logical knowledge) in grade 3. About 67% had severe difficulties in executing calculation procedures and a lack of conceptual knowledge. A feature of 87% of the MLD-children was severe translation deficits, with a significantly worse knowledge of number words compared with the knowledge of Arab numerals. Finally a severe deficit in subitizing was found to be present in 33% of the MLD children. On a group level the processing deficits were linked to understanding numerosity, since the ability-matched younger children and the MLD-children had the same pre-numerical and numerical profile. Implications for the assessment of mathematical disabilities and the value of TEDI-MATH® as an instrument in this process are discussed.     

Investigating the Efficacy of a Core Kindergarten Mathematics Curriculum to Improve Student Mathematics Learning Outcomes

This study examined the efficacy of a core kindergarten mathematics program, Early Learning in Mathematics (ELM), a 120-lesson program with four content strands: (a) number operations, (b) geometry, (c) measurement, and (d) vocabulary. The study utilized a randomized block design, with 129 classrooms randomly assigned within schools to treatment or control conditions. Measures of achievement were collected in the fall (pretest) and spring (posttest) in kindergarten and in the winter of first grade (follow-up). Although students in ELM classrooms did not differ significantly from students in control classrooms, we expected and found that the effects of ELM depended on students’ initial achievement. Initial achievement moderated condition effects for Test of Early Mathematics Ability (TEMA) scores (p =.0039), but not the Early Numeracy–Curriculum-Based Measurement (p =.1887). We found no effects on follow-up first-grade scores from the Stanford Achievement Test Tenth Edition Problem Solving subtest (p =.9737) or Procedures subtest (p =.6336).     

近年来国内学习障碍儿童认知特征研究综述

学习障碍已成为当今学龄儿童常见的问题,并引起国内外各界研究者的高度重视。本文从视觉-空间认知缺陷、言语理解表达不足、注意集中困难、汉字再认困难、抽象信息的感知、加工处理能力受损几个方面对近年言语型学习障碍儿童认知特征的研究进行了分析,并从视觉-运动和空间认知障碍、神经心理缺陷、精神运动能力及性格、行为缺陷、社会认知缺陷几个方面对非言语型学习障碍儿童认知特征的研究进行述评。     

学习不良者的工作记忆特点

有关学习不良者的工作记忆特点的研究表明,阅读不良者与数学学习不良者都存在语音回路功能缺陷(如语音表征的效率低)以及中央执行器功能缺陷(如对注意控制的能力不足) ,即学习不良与工作记忆缺陷密切相关。今后的研究应进一步探明学习不良者工作记忆缺陷的深层原因。     

论小学生学习障碍及其教育对策

小学教育阶段是读写算能力迅速发展的关键时期,而学习障碍对小学生的学习和今后的生活造成不良影响,文中探讨了小学生学习障碍的涵义、发病率、类型、成因,最后从为学习障碍学生设立资源班和资源教室,以及如何应对具体学习障碍,如阅读障碍、拼写障碍、数学障碍和社会障碍等方面提出了相应的教育对策。     

Searching for evidence of curricular effect on the teaching and learning of mathematics: Lessons learned from the two projects

The two research projects described and discussed in the special issue provided much needed longitudinal empirical data to show the curricular influence on classroom instruction and student learning outcomes. The findings have helped to advance our understanding of whether the reform curricula can bring about positive changes in classroom instruction and student learning outcomes and how such changes might be sustained. In this article we synthesize the results from the two studies and discuss several lessons learned from the projects about investigating and understanding curricular effects on the teaching and learning of mathematics.     

学习障碍与社会技能缺失的关系

很多研究试图揭示学习障碍与社会技能缺失的关系,探讨社会技能起缺失是否是学习障碍儿童特有的现象。研究者围绕学习障碍定义关于社会技能缺失的表述,学习障碍儿童社会技能缺失成因,学习障碍子类型与社会技能缺失的关系以及学习障碍儿童社会技能缺失元分析研究四个方面对这一问题进行研究。研究学习障碍与社会技能缺失的关系对教育者开展干预工作具有重要的指导意义。将来的研究应关注学习障碍儿童社会技能缺失的类型特点和发展特点。     

试论PASS理论在学习困难研究中的应用

本文首先对PASS理论进行了简要介绍 ,在此基础上 ,就PASS理论在学习困难研究中的应用和研究现状展开了论述 ,其中应用部分重点介绍了DN—CAS认知评估系统。最后 ,对PASS理论在我国学习困难研究中的应用进行了展望。     

智力落后儿童感觉统合失调状况调查报告

本研究对上海市２２１名智力落后儿童进行了感觉统合调查。结果表明：智力落后儿童的感觉统合失调率为６０．６％,大大高于智力正常儿童的失调率     

美国学习障碍鉴别研究综述

学习障碍自提出之日起,便成为教育、心理及医学界共同关注的问题。本文回顾了美国学习障碍鉴别研究的发展历程,从最具权威性的差距法到各种替代性方法以及近期提出的新方法的内涵和特点进行了阐释和评述;探讨了美国学习障碍鉴别出现的问题及对我国学障鉴别研究的启示。     

小学学习困难儿童同伴关系的调查研究

本研究在总结原有研究的基础上对从两所不同小学的三至六年级 646名儿童中鉴别出的 5 7名学习困难儿童的同伴关系进行了比较研究 ,结果发现 :学习困难儿童比非学习困难儿童更多的受到同伴的拒绝 ,而非学习困难儿童比学习困难儿童更多的受同伴接受 ;男性学习困难儿童比女性学习困难儿童更多的受同伴拒绝 ;学习困难儿童的同伴关系在年级维度上不存在明显差异。     

学业优秀与学业不良高中生心理素质的比较研究

采用瑞文测验和中学心素质问卷,对１８２名学业优秀与１８２名学业不良高中生进行了心理素质的测量和比较。结果表明：１总体比较,学业优秀与学业不良高中生在心理素质各因素上有显著性差异;２分性别比较,男性组在智力、创造力等１５项因素上差异显著;女性组在智力抱负等１２项因素上差异显著;３学业优秀与学业不良学生在个别因素上有性别差异。     

学习困难学生的学习策略研究

该文通过对 1 4 3名初中学习优秀学生和 1 2 6名初中学习困难学生的学习策略比较研究 ,结果发现学习困难学生的学习策略明显低于学习优秀的学生 ,特别是元认知策略 ;初中学习困难学生的学习策略没有显著的性别差异 ,但从整体上看 ,女生的学习策略要稍高于学习困难男生的学习策略 ,尤其是元认知策略 ;初中学习困难生的学习策略存在显著的年级差异 ,主要表现为初三学困生的学习策略比初一、初二的学困生好。     

Impact of interactive online units on learning science among students with learning disabilities and English learners

The purpose of this study was to document the design, classroom implementation, and effectiveness of interactive online units to enhance science learning over 3 years among students with learning disabilities, English learners, and general education students. Results of a randomised controlled trial with 2,303 middle school students and 71 teachers across 13 schools in two states indicated that online units effectively deepened science knowledge across all three student groups. Comparing all treatment and control students on pretest-to-posttest improvement on standards-based content-specific assessments, there were statistically significant mean differences (17% improvement treatment vs. 6% control; p?相似文献   

Putting “mobile” into mathematics: Results of a randomised controlled trial

There is an increasing use of mobile technologies in the classroom, particularly its use in supporting contextual learning, but comparative research on the effects of mobile learning in mathematics are few. The aim of this research was to examine student perceptions of using mobile technologies and their effect on mathematics achievement in a randomised controlled trial. Seventy-four Grade 5 and 6 students and three teachers participated in the study. Both groups participated in six weeks of active and collaborative learning activities on math. The experimental group used tablets to support them in their activities while the control group had similarly designed activities without the tablets. The tablets were observed to have facilitated constructivist learning activities as students moved in and out of different learning contexts. Most of the experimental group had positive evaluations but their end activity ratings were not significantly different from the control group. Gender differences were found in terms of how students perceived the mobile learning activities. There was no difference found in the groups’ post-test achievement scores following an analysis of covariance with pre-test as covariate. For items relating to student misconception, students in the experimental group performed better. Overall, the study highlights that the success of a mobile learning intervention is dependent on various factors, such as student characteristics, stability of the technology and content compatibility. Implications for practice and future research are discussed.     

国外多媒体辅助学习困难儿童学习的研究

多媒体技术是帮助学习困难儿童弥补各种学业困难的主要方法之一.国外的研究表明,有多种技术可用于学习困难儿童的学习干预,其中关键技术有CAI程序、文语转换、语音识别和概念地图等.国外的研究与实践,给我国开展相关研究提供了借鉴.     

学习障碍鉴别方法综述

通过对学习障碍鉴别方法发展历程的回顾,重点对智力一成就差异模式、干预一反应模式、动态评估模式、全面的认知评估模式进行阐释和评述,分析了目前学习障碍鉴别中出现的弗林效应、地板效应等问题,探讨了这些方法对今后学习障碍鉴别的启示．