长度概念下学习障碍学生的学习轨迹:一个教学实验

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH Journal of Mathematical Behavior Pub Date : 2021-12-01 DOI:10.1016/j.jmathb.2021.100915
Dilşad Güven Akdeniz , Ziya Argün
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引用次数: 1

摘要

本研究旨在了解学习障碍学生在长度测量中的单位概念和尺子使用方面的学习轨迹。这篇文章引用了土耳其一名10岁患有LDs的学生的教学实验数据。数据的分析分为两个阶段,微观分析,即对每个连续的教学环节进行单独分析,宏观分析,即对相关教学目标的教学环节进行分析,以构建教学目标。研究的主要发现表明,该ld学生消除了她对单位概念和使用尺子的误解,在很大程度上完成了确定的教学目标。并根据她的具体发展能力设计了为期4个月的教学实验,达到了更高的思维水平。
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Learning trajectory of a student with learning disabilities for the concept of length: A teaching experiment

This study aims to map the learning trajectory (LT) of a student with learning disabilities (LDs) regarding the unit concept in length measurement and the usage of rulers. The article draws on data from a teaching experiment with a 10-year-old student with LDs in Turkey. Data were analyzed in two stages, including microanalysis, where each successive teaching session was separately analyzed, and macroanalysis, where the teaching sessions regarding interrelated instructional goals were analyzed to construct the LT. The main findings of the study illustrate that this student with LDs eliminated her misconceptions about the unit concept and using a ruler, accomplished the determined instructional goals to a large extent, and reached a higher level of thinking with a 4-month teaching experiment designed based on her specific developmental capacity.

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来源期刊
Journal of Mathematical Behavior
Journal of Mathematical Behavior EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.70
自引率
17.60%
发文量
69
期刊介绍: The Journal of Mathematical Behavior solicits original research on the learning and teaching of mathematics. We are interested especially in basic research, research that aims to clarify, in detail and depth, how mathematical ideas develop in learners. Over three decades, our experience confirms a founding premise of this journal: that mathematical thinking, hence mathematics learning as a social enterprise, is special. It is special because mathematics is special, both logically and psychologically. Logically, through the way that mathematical ideas and methods have been built, refined and organized for centuries across a range of cultures; and psychologically, through the variety of ways people today, in many walks of life, make sense of mathematics, develop it, make it their own.
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