International journal of educational research open最新文献_第2页

The impact of commercial board games on secondary school mathematics performance and thinking skills 商业桌游对中学生数学成绩和思维能力的影响

Q1 Social Sciences

International journal of educational research open

Pub Date : 2026-06-01 Epub Date: 2026-01-24 DOI: 10.1016/j.ijedro.2025.100569

Sára Szörényi , Anna Muzsnay , Csaba Szabó , Csilla Zámbó

Board games have been examined in the context of mathematics education from various perspectives. Neuroscience considerations imply that board games can serve as a tool for improving the mathematical thinking of students in a sensitive period of brain development between the ages of 12 and 24. This suggests that secondary school can be an optimal environment for implementing board games to foster mathematical skills.

In this study, we investigate the potential benefits of the implementation of board games in the regular, obligatory mathematics classroom work. The participants were 10^th-grade students (N = 170) from four schools. The experimental group (N = 79) spent one of their four weekly mathematics lessons playing with commercial board games, having 9 board game sessions altogether during the intervention. Meanwhile, the control group (N = 91) continued with traditional mathematics lessons. Both groups completed pre- and post-tests on logical and geometrical skills, as well as uniform topic tests on the material covered during the experiment.

Our results show that the experimental group performed at least as well on the logical tests as the control group did, while outperforming them on the topic tests. In terms of geometrical skills, students in the experimental group demonstrated significant improvement in 3 of the 4 schools, while members of the control group did not show improvement. The rate of improvement varied among schools. Based on these findings, incorporating appropriate board games into mathematics lessons can enhance students' mathematical skills. However, further research is needed to explore this topic more deeply.

桌游已经在数学教育的背景下从不同的角度进行了研究。从神经科学的角度来看，棋盘游戏可以作为一种工具，帮助处于大脑发育敏感时期（12岁至24岁）的学生提高数学思维能力。这表明中学可以是实施棋盘游戏来培养数学技能的最佳环境。在这项研究中，我们调查了在常规的、强制性的数学课堂作业中实施棋盘游戏的潜在好处。参与者为来自四所学校的十年级学生（N = 170）。实验组（N = 79）每周上4节数学课，其中1节是玩商业桌游，干预期间共玩了9节桌游。同时，对照组（N = 91）继续传统的数学课程。两组都完成了逻辑和几何技能的前后测试，并对实验中涉及的材料进行了统一的主题测试。我们的结果表明，实验组在逻辑测试中的表现至少和对照组一样好，而在主题测试中表现得更好。在几何技能方面，实验组学生在4所学校中有3所学校有显著提高，而对照组学生则没有提高。各个学校的进步速度各不相同。基于这些发现，在数学课中加入适当的棋盘游戏可以提高学生的数学技能。然而，需要进一步的研究来更深入地探讨这一主题。

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引用次数: 0

Discipline or distress? Examining the impact of harsh child discipline on learning outcomes among Bangladeshi children 纪律还是苦恼？研究严厉的儿童纪律对孟加拉国儿童学习成果的影响

Q1 Social Sciences

International journal of educational research open

Pub Date : 2026-06-01 Epub Date: 2025-11-29 DOI: 10.1016/j.ijedro.2025.100567

Sayed Jubair Bin Hossain , Fabiha Mahbub , Istiak Rahman

Purpose

In Bangladesh, there is a high prevalence of harsh child discipline among children. Previous literature has shown a strong relationship between cognitive development and harsh parental discipline. This study examines the link between harsh disciplinary methods and children’s educational outcomes.

Objectives

This study examines whether harsh child discipline significantly affects children’s literacy and numeracy while controlling for mediating and moderating variables.

Methodology

The study utilizes data from the MICS 2019 survey in Bangladesh. The survey included eight variables representing the harsh child discipline the mother applies to the child. These variables and polychoric principal component analysis are employed to construct a Harsh Child Discipline Index (HCDI). Five indicators related to children’s numeracy and literacy levels were included. Negative Binomial regression was used to estimate how harsh child discipline impacts children’s numeracy and literacy levels, controlling for socio-economic variables.

Findings

The findings demonstrate that, after controlling for mediating and moderating variables, increasing HCDI decreases the numeracy and literacy level of the child. The HCDI increased mistakes in reading and recognizing numbers by 20.3% (P value < 0.0010), 8.1% (P value < 0.0010) for comparing between numbers, 4.4% (P value < 0.0010) for finding the following number in the sequence, 22.6% (P value < 0.0010) in reading words, and 15.5% (P value < 0.0010) in answering reading comprehension questions.

Conclusion

This study provides meaningful empirical evidence that harsh child discipline has a detrimental impact on children’s educational outcomes, underscoring the crucial role of nonviolent and supportive parenting in fostering better child development.

目的在孟加拉国，严厉的儿童纪律在儿童中非常普遍。先前的文献表明，认知发展与严厉的父母管教之间存在着密切的关系。这项研究考察了严厉的纪律方法和儿童教育成果之间的联系。目的本研究在控制中介变量和调节变量的情况下，探讨严厉的儿童纪律是否显著影响儿童的识字和计算能力。该研究利用了孟加拉国2019年多指标类集调查的数据。调查包括八个变量，代表母亲对孩子的严厉管教。利用这些变量和多元主成分分析，构建了儿童严厉纪律指数（HCDI）。其中包括与儿童算术和识字水平有关的五项指标。负二项回归用于估计严厉的儿童纪律如何影响儿童的算术和识字水平，控制社会经济变量。研究结果表明，在控制了中介变量和调节变量之后，HCDI的增加会降低儿童的计算能力和识字水平。HCDI在阅读和识别数字方面的错误增加了20.3% (P值<； 0.0010)，在数字之间比较方面的错误增加了8.1% (P值<； 0.0010)，在序列中查找下一个数字方面的错误增加了4.4% (P值<； 0.0010)，在阅读单词方面的错误增加了22.6% (P值<； 0.0010)，在回答阅读理解问题方面的错误增加了15.5% （P值<； 0.0010）。结论本研究提供了有意义的经验证据，表明严厉的儿童纪律对儿童的教育成果有不利影响，强调了非暴力和支持性养育在促进儿童更好发展中的重要作用。

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引用次数: 0

Assessing teacher resilience and its protective factors: A systematic review 评估教师心理弹性及其保护因素：系统回顾

Q1 Social Sciences

International journal of educational research open

Pub Date : 2026-06-01 Epub Date: 2025-11-17 DOI: 10.1016/j.ijedro.2025.100561

Edouard Munezero , Ágnes Hódi , Edit Tóth

Teacher resilience (TR) has become a prominent research construct globally owing to the necessity to reduce teacher attrition, improve teacher effectiveness, and enhance student academic achievement. However, a comprehensive synthesis of how TR is defined, assessed, and supported remains limited. This systematic review aimed to examine how TR is conceptualized and defined, identify the instruments used to assess TR, explore the validated dimensions of TR, and determine the key protective factors contributing to TR among in-service elementary and secondary school teachers. A systematic literature search was conducted in Scopus and Web of Science for empirical studies published in English between 2010 and 2022. Eligibility screening and data extraction were performed independently by two reviewers. A narrative synthesis approach was used to analyze and organize the findings. Out of 1805 identified records, 52 studies met the inclusion criteria. Quantitative methods dominated, though qualitative or mixed-method approaches were also employed. TR was predominantly conceptualized as a multidimensional construct, with 25 validated dimensions clustered into five themes: personal competence and coping style, psychological and emotional resilience, professional competence and motivation, social support and interactions, and adaptability and adjustment. Protective factors influencing TR were grouped into individual factors (e.g., personal traits, coping strategies) and contextual factors (e.g., collegial support, school culture and administrative support). TR is a complex, multidimensional construct shaped by both personal and environmental factors. The findings provide a foundation for future research, policies, and practical interventions aimed at promoting teacher well-being, resilience, and long-term retention in the profession.

由于减少教师流失、提高教师效能和提高学生学业成绩的必要性，教师弹性已成为全球重要的研究结构。然而，关于如何定义、评估和支持TR的综合研究仍然有限。本研究旨在探讨在职中小学教师TR的概念和定义，确定评估TR的工具，探索TR的有效维度，并确定影响TR的关键保护因素。系统检索了2010 - 2022年期间在Scopus和Web of Science中发表的英文实证研究文献。资格筛选和数据提取由两名审稿人独立进行。采用叙事综合方法分析和组织研究结果。在1805份确定的记录中，52项研究符合纳入标准。定量方法占主导地位，尽管定性或混合方法也被采用。研究主要将认知行为定义为一个多维结构，将25个维度分为5个主题：个人能力与应对方式、心理与情绪弹性、职业能力与动机、社会支持与互动、适应与调整。影响学习行为的保护性因素分为个体因素（如个人特质、应对策略）和情境因素（如学院支持、学校文化和行政支持）。TR是一个复杂的、多维的结构，受个人和环境因素的影响。这些发现为未来的研究、政策和实际干预提供了基础，旨在促进教师的福祉、弹性和长期留任。

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引用次数: 0

Sustainability in business and economics education in South African universities: Whose agenda is it? 南非大学商业和经济教育的可持续性：这是谁的议程？

Q1 Social Sciences

International journal of educational research open

Pub Date : 2026-06-01 Epub Date: 2026-01-31 DOI: 10.1016/j.ijedro.2025.100531

Debby R.E. Cotton , Jennie Winter , Jason Stratham Davis , Oscar Lindsey-Turner

Education for Sustainable Development (ESD) has become increasingly significant in business and economics disciplines due to their focus on production, consumption, and economic policy. However, integration of sustainability into these curricula in universities remains uneven, especially in contexts like South Africa, where socio-political and economic challenges intersect with environmental concerns. This paper explores how faculty in South African universities understand, experience, and embed sustainability in business and economics teaching. Drawing on interviews with faculty from three institutions, we investigate definitions of sustainability, perceived barriers and opportunities, pedagogical strategies, and contextual influences. Findings reveal that sustainability is often viewed as peripheral, with understandings rooted primarily in economic concerns, complicated by limited student awareness, resource constraints, and lack of curriculum guidance. While some faculty demonstrate personal commitment to sustainability, their efforts are largely unsupported by institutional or governmental frameworks. The socio-economic context of South Africa, including poverty, corruption, and post-apartheid inequalities, shapes how sustainability is understood and prioritised, leading to tensions between economic development and environmental protection. Decolonisation and Africanisation efforts further challenge dominant western sustainability narratives. The study highlights the disconnect between international sustainability agendas and local realities, underscoring the need for contextually appropriate ESD approaches in business and economics. It offers original insight into how faculty negotiate complex educational, political, and cultural landscapes to embed sustainability in teaching, and contributes to the emerging body of literature on ESD in African higher education. Findings have implications for policy, curriculum development, and faculty support both within South Africa and other emerging economies.

可持续发展教育（ESD）在商业和经济学科中变得越来越重要，因为它们关注生产、消费和经济政策。然而，将可持续性纳入大学课程的情况仍然不平衡，特别是在南非这样的环境中，社会政治和经济挑战与环境问题交织在一起。本文探讨了南非大学的教师如何理解、体验可持续性，并将其融入商业和经济学教学。通过对三所院校教师的访谈，我们调查了可持续性的定义、可感知的障碍和机会、教学策略和环境影响。研究结果表明，可持续性通常被视为边缘问题，其理解主要植根于经济问题，并因学生意识有限、资源限制和缺乏课程指导而复杂化。虽然一些教师表现出对可持续发展的个人承诺，但他们的努力在很大程度上没有得到机构或政府框架的支持。南非的社会经济背景，包括贫困、腐败和后种族隔离时代的不平等，塑造了人们对可持续性的理解和优先考虑，导致经济发展和环境保护之间的紧张关系。非殖民化和非洲化的努力进一步挑战了西方主导的可持续发展叙事。该研究强调了国际可持续发展议程与当地现实之间的脱节，强调了在商业和经济领域采用适合具体情况的可持续发展方法的必要性。它提供了关于教师如何在复杂的教育、政治和文化景观中进行谈判以将可持续性融入教学的原创见解，并为非洲高等教育中可持续发展教育的新兴文献做出了贡献。研究结果对南非和其他新兴经济体的政策、课程开发和教师支持都有影响。

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引用次数: 0

Analysis of current didactic models in digital education: A systematic literature review 数位教育现行教学模式分析：系统的文献回顾

Q1 Social Sciences

International journal of educational research open

Pub Date : 2026-06-01 Epub Date: 2026-02-05 DOI: 10.1016/j.ijedro.2025.100540

Ismael Vieira , Roberto Baelo , Paula Peres

The didactic use of digital technologies in higher education often fails to achieve its intended impact because their effectiveness depends on how technologies are implemented. This systematic review seeks to identify the most common didactic models adopted by higher education teachers in digital education and to assess their associated benefits and challenges. After screening, a total of 19 studies were included. The Technological Pedagogical Content Knowledge (TPACK) framework predominated with 10 studies, followed by constructivist models with 2 studies, while seven alternative approaches, including Technology Acceptance Model (TAM), ADDIE (Analysis, Design, Development, Implementation, Evaluation), didactical tetrahedron and others, were represented by a single study each.

The adoption of these didactic frameworks benefits teachers by enabling them to tailor instruction to diverse technological tools and student needs, support student-centred learning environments, enhance engagement and assessment processes, promote reflective teaching practices, and foster interdisciplinary connections. However, identified challenges include inadequate institutional support, disparities in digital competence, the need for reliable assessment tools, and difficulties in maintaining student motivation in fully online settings.

We found that heterogeneity in model definitions and study contexts limited comparability across studies. TPACK remains the dominant digital didactic framework, but underexplored models offer complementary insights into technology-enhanced learning. We advise that future research should explore context-specific adaptations and also hybrid approaches as well.

数字技术在高等教育中的教学使用往往不能达到预期的影响，因为它们的有效性取决于技术的实施方式。本系统综述旨在确定高等教育教师在数字教育中采用的最常见的教学模式，并评估其相关的好处和挑战。经筛选，共纳入19项研究。技术教学内容知识（TPACK）框架占主导地位，有10项研究，其次是建构主义模型，有2项研究，而7种替代方法，包括技术接受模型（TAM）， ADDIE（分析，设计，开发，实施，评估），教学四面体等，各有一项研究。采用这些教学框架有利于教师，使他们能够根据不同的技术工具和学生需求定制教学，支持以学生为中心的学习环境，加强参与和评估过程，促进反思性教学实践，并促进跨学科联系。然而，已确定的挑战包括机构支持不足、数字能力的差异、对可靠评估工具的需求以及在完全在线环境中保持学生动机的困难。我们发现模型定义和研究背景的异质性限制了研究之间的可比性。TPACK仍然是占主导地位的数字教学框架，但未被充分探索的模型为技术增强学习提供了补充见解。我们建议未来的研究应该探索具体环境的适应以及混合方法。

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引用次数: 0

Pedagogical approaches in intra-language dialect teaching: A study on non-native instructors 语内方言教学的教学方法：对非母语教师的研究

Q1 Social Sciences

International journal of educational research open

Pub Date : 2026-06-01 Epub Date: 2025-11-24 DOI: 10.1016/j.ijedro.2025.100555

Gülhiz Pilten , Merve Yorulmaz Kahve , Pusat Pilten

This qualitative research examines the pedagogical and linguistic challenges faced by non-native speakers of the target dialect in teaching Turkish to learners of different Turkish dialects, such as Kazakh, Kyrgyz, Uzbek, Turkmen and Azerbaijani. The study was designed with a phenomenological approach; data were collected through semi-structured interviews with 30 instructors working at a university in Kazakhstan. The findings show that linguistic proximity between dialects facilitates vocabulary learning and oral communication; however, misleading similarities such as “false equivalence” lead to ambiguities and conceptual errors. Phonetic and grammatical differences create significant difficulties, especially in listening and writing skills. Instructors’ perception of inadequacy in the target dialect causes them to prefer textbook-dependent and controlled teaching practices. The strategies developed by the instructors are grouped under four main themes: inter-dialect transfer, structured guidance, realistic goal setting and conservatism in the use of materials. While common language roots support teaching, structural and phonological differences necessitate learner-centered and flexible approaches. This study offers original contributions to the literature by focusing on the role of non-native instructors in intra-dialect teaching contexts. It highlights the importance of pedagogical flexibility, cultural sensitivity and comparative language strategies. Accordingly, the study seeks to answer the following research questions: (1) What are the linguistic and pedagogical difficulties and conveniences encountered by non-native instructors? (2) Which dialects are found most difficult in terms of language features? (3) Which language skills are most challenging? (4) What are the instructors’ self-efficacy perceptions? (5) What strategies do they employ?

本定性研究考察了目标方言的非母语人士在向不同土耳其方言（如哈萨克语、吉尔吉斯语、乌兹别克语、土库曼语和阿塞拜疆语）学习者教授土耳其语时所面临的教学和语言挑战。本研究采用现象学方法设计；数据是通过对哈萨克斯坦一所大学的30名教师的半结构化访谈收集的。研究结果表明，方言之间的语言接近有助于词汇学习和口语交流；然而，误导性的相似性，如“虚假等同”，导致歧义和概念错误。语音和语法的差异造成了很大的困难，尤其是在听力和写作技巧方面。教师对目标方言不足的认知导致他们更倾向于依赖教科书和控制教学实践。教师制定的策略分为四个主题：跨方言迁移、结构化指导、现实目标设定和材料使用的保守性。虽然共同的语言根支持教学，但结构和语音差异需要以学习者为中心和灵活的方法。本研究通过关注非母语教师在方言内教学情境中的作用，为文献提供了原创性的贡献。它强调了教学灵活性、文化敏感性和比较语言策略的重要性。因此，本研究试图回答以下研究问题：(1)非母语教师在语言和教学方面遇到的困难和便利是什么？(2)就语言特征而言，哪些方言最难学？(3)哪种语言技能最具挑战性？(4)教师的自我效能感是什么？(5)他们采用什么策略？

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引用次数: 0

Exploring changes in grade 4 science attitudes and performance before and after the COVID-19 pandemic 探讨新冠肺炎疫情前后四年级学生科学态度和成绩的变化

Q1 Social Sciences

International journal of educational research open

Pub Date : 2026-06-01 Epub Date: 2025-11-10 DOI: 10.1016/j.ijedro.2025.100550

Shaikha Alzaabi , Alya Alshehhi , Ahmad Qablan , Maxwell Opoku , Hassan Tairab , Hamed Hussain , Mohamed Alkaabi

This study examines changes in Grade 4 students’ attitudes toward science and their academic performance in the United Arab Emirates (UAE) before and after the COVID-19 pandemic. Using data from the 2019 and 2023 TIMSS cycles and guided by Bronfenbrenner’s Ecological Systems Theory, this research analyses how demographic and attitudinal factors influence science achievement. The results revealed a modest improvement in performance after the pandemic, with students expressing stronger interest in science but weaker connections with teachers. Absenteeism was the strongest predictor of achievement, followed by home resources and language use. These findings highlight how family engagement, regular attendance, and teacher–student relationships remain vital to learning recovery. The study concludes that sustainable progress in science education depends on integrating technological innovation with emotional and relational support, ensuring that all students benefit from a balanced, inclusive, and human-centered educational system.

本研究考察了新冠肺炎疫情前后阿联酋四年级学生科学态度和学习成绩的变化。本研究使用2019年和2023年TIMSS周期的数据，并以Bronfenbrenner的生态系统理论为指导，分析了人口和态度因素如何影响科学成就。结果显示，疫情后学生的表现略有改善，学生对科学的兴趣增强了，但与老师的联系减弱了。缺勤是最能预测成绩的因素，其次是家庭资源和语言使用。这些发现强调了家庭参与、定期出勤和师生关系对学习恢复至关重要。该研究得出结论，科学教育的可持续进步取决于将技术创新与情感和关系支持相结合，确保所有学生都受益于一个平衡、包容和以人为本的教育系统。

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引用次数: 0

A framework for effective mentor teacher written feedback to pre-service teachers 一个有效的导师教师书面反馈给职前教师的框架

Q1 Social Sciences

International journal of educational research open

Pub Date : 2026-06-01 Epub Date: 2025-11-29 DOI: 10.1016/j.ijedro.2025.100565

Chrissy Monteleone , Matthew Winslade , Amanda Isaac , Monica Wong , Michelle Gorzanelli , Cathy Lembke , Anne McLeod

High-quality professional experience, guided by expert mentor teachers, is critical to the successful transition and long-term retention of pre-service teachers in the profession. Effective mentor teacher written feedback is central to this process, supporting pre-service teachers to meet course requirements and become profession ready. However, in the post-pandemic context, marked by teacher shortages, many final-year pre-service teachers have not received quality written feedback that meaningfully supports their professional growth. This study aimed to understand the significance of written feedback in supporting high-quality professional experience placements, with a focus on the written feedback provided by the mentor teachers in the final professional experience written report template. A research-informed framework was conceptualised to evaluate and critique the feedback opportunities presented by these written report templates. The analysis revealed a need for redesigning the written report templates to encourage mentor teachers to provide targeted, meaningful, research-informed feedback.

高质量的专业经验，在专家导师教师的指导下，是成功过渡和长期留住职前教师的关键。有效的导师教师书面反馈是这一过程的核心，支持职前教师满足课程要求并为职业做好准备。然而，在大流行后教师短缺的背景下，许多最后一年的职前教师没有收到有效支持其专业成长的高质量书面反馈。本研究旨在了解书面反馈在支持高质量专业体验实习中的意义，重点关注导师教师在最终的专业体验书面报告模板中提供的书面反馈。一个研究知情的框架被概念化，以评估和批评这些书面报告模板所提供的反馈机会。分析显示，需要重新设计书面报告模板，以鼓励导师教师提供有针对性的、有意义的、研究知情的反馈。

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引用次数: 0

Bridging the gap between creativity theory and practice: Insights from Valais secondary school teachers 弥合创造力理论与实践之间的差距：来自瓦莱州中学教师的见解

Q1 Social Sciences

International journal of educational research open

Pub Date : 2026-06-01 Epub Date: 2025-11-20 DOI: 10.1016/j.ijedro.2025.100557

Amalia Terzidis, Erica Borloz

This article examines the gap between the theory and practice of creativity in education. While creativity is valued as a key 21st-century skill, misconceptions and lack of training hinder its implementation in schools. The study investigates how Swiss secondary school teachers perceive and apply creativity in teaching, using both quantitative and qualitative methods. It explores teachers’ understanding of creativity, existing pedagogical practices, and challenges faced. Findings reveal that while teachers acknowledge creativity’s importance and strive to integrate it, they encounter obstacles such as limited resources, time constraints, and insufficient institutional support. The study highlights the need for better training and systemic changes to enhance creativity in education.

本文探讨了创造性教育理论与实践之间的差距。虽然创造力被视为21世纪的一项关键技能，但误解和缺乏培训阻碍了它在学校的实施。该研究调查了瑞士中学教师如何在教学中感知和应用创造力，采用了定量和定性的方法。它探讨了教师对创造力的理解、现有的教学实践和面临的挑战。调查结果显示，虽然教师承认创造力的重要性，并努力融入它，他们遇到了障碍，如有限的资源，时间限制和制度支持不足。该研究强调，需要更好的培训和系统性变革，以增强教育中的创造力。

引用次数: 0

Executive functions and mathematics performance in primary school students: A systematic review 小学生执行功能与数学成绩：系统回顾

Q1 Social Sciences

International journal of educational research open

Pub Date : 2026-06-01 Epub Date: 2025-12-04 DOI: 10.1016/j.ijedro.2025.100562

Antonio Alejandro Espinoza-Ortiz, Kattya Mineska Guerrero-Jiménez

Executive functions (EF)—working memory, inhibitory control, cognitive flexibility and planning—constitute the cognitive infrastructure of mathematical learning. Motivated by recent international assessments in which many Latin-American pupils scored below basic numeracy standards; this systematic review examines how EF relate to mathematics performance in primary school. Following PRISMA 2020 guidelines, we searched six major databases, screened 1,490 records and retained 37 empirical studies published between 2009 and 2025. Methodological quality was appraised using the Newcastle–Ottawa Scale, with 78 % of studies were rated high quality.

Across longitudinal and cross-sectional research, studies consistently reported small-to-moderate associations between EF and mathematical performance. Visuospatial and verbal-numeric working memory showed the strongest relationships, while inhibitory control and cognitive flexibility contributed to problem-solving and strategy use. Socio-economic disadvantage was commonly linked to weaker EF development and lower mathematics outcomes, whereas bilingual experience appeared to confer advantages via enhanced inhibition and flexibility. Intervention studies integrating EF-focused activities into math instruction reported improvements in arithmetic fluency, attention control and strategy switching, consistent with near transfer, understood here as improvements in skills closely related to the specifically trained EF component.

By integrating recent studies published in English and Spanish, applying uniform quality criteria, and incorporating both correlational and intervention research, this review refines the current understanding of how EF support mathematical learning. Findings highlight the potential of embedding EF-supportive practices into everyday numeracy instruction, particularly in socioeconomically vulnerable contexts.

执行功能——工作记忆、抑制控制、认知灵活性和计划——构成了数学学习的认知基础。在最近的国际评估中，许多拉丁美洲学生的得分低于基本的计算标准；这篇系统综述探讨了EF与小学数学成绩的关系。根据PRISMA 2020指南，我们检索了6个主要数据库，筛选了1490条记录，并保留了2009年至2025年间发表的37项实证研究。使用纽卡斯尔-渥太华量表评估方法学质量，78%的研究被评为高质量。在纵向和横断面研究中，研究一致报告EF和数学成绩之间存在小到中等的关联。视觉空间和语言数字工作记忆表现出最强的关系，而抑制控制和认知灵活性有助于解决问题和策略使用。社会经济劣势通常与较弱的英语发展和较低的数学成绩有关，而双语经验似乎通过增强的抑制和灵活性赋予优势。将以EF为重点的活动整合到数学教学中的干预研究报告称，在算术流畅性、注意力控制和策略转换方面有所改善，与近迁移一致，在这里被理解为与专门训练的EF成分密切相关的技能的改善。通过整合以英语和西班牙语发表的最新研究，采用统一的质量标准，并结合相关和干预研究，本综述完善了目前对EF如何支持数学学习的理解。研究结果强调了将ef支持实践纳入日常计算教学的潜力，特别是在社会经济脆弱的环境中。

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引用次数: 0