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Recommendations for mathematics instruction frequently include the use of manipulatives as a critical component. There are few experimental analyses of teaching strategies involving the use of manipulatives (e.g., the number line). This investigation used a multiple baseline design across three groups of students to examine the effectiveness of an experimental procedure for improving low-performing children's skills in solving missing addend arithmetic problems using the number line. To address concerns about inadequate time for instruction and insufficient practice in most mathematics instruction, trained peer tutors implemented the procedure. The results suggest that student performance improved when trained tutors taught the students number line procedures and gave them feedback on accuracy. Further, social validation data indicate that the students, their tutors, and their classroom teachers liked the procedures. 相似文献
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Jennifer Rowley 《Journal of Consumer Behaviour》2002,1(4):369-378
This article reviews the integral nature of browsing to the shopping experience and then explores the different types of browsing and searching that are supported in the online environment. Browsing contexts and episodes occur when consumers use browsers, URLs, search engines, menu categories and shopping bots to identify merchants and products. Browsing may be both intentional and unintentional, from the consumer's perspective, and controlled or uncontrolled, on the merchant's part. A matrix proposes four different categories of searching: partnership, consumer owned, merchant owned, and no‐one's land. These categories need to be taken into account when designing further research to profile browsing behaviour and to investigate the effect that it has on purchase decisions. Copyright © 2002 Henry Stewart Publications. 相似文献
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Angela Heine Verena Thaler Sascha Tamm Stefan Hawelka Michael Schneider Joke Torbeyns Bert De Smedt Lieven Verschaffel Elsbeth Stern Arthur M. Jacobs 《Infant and child development》2010,19(2):175-186
To date, a number of studies have demonstrated the existence of mismatches between children's implicit and explicit knowledge at certain points in development that become manifest by their gestures and gaze orientation in different problem solving contexts. Stimulated by this research, we used eye movement measurement to investigate the development of basic knowledge about numerical magnitude in primary school children. Sixty‐six children from grades one to three (i.e. 6–9 years) were presented with two parallel versions of a number line estimation task of which one was restricted to behavioural measures, whereas the other included the recording of eye movement data. The results of the eye movement experiment indicate a quantitative increase as well as a qualitative change in children's implicit knowledge about numerical magnitudes in this age group that precedes the overt, that is, behavioural, demonstration of explicit numerical knowledge. The finding that children's eye movements reveal substantially more about the presence of implicit precursors of later explicit knowledge in the numerical domain than classical approaches suggests further exploration of eye movement measurement as a potential early assessment tool of individual achievement levels in numerical processing. Copyright © 2009 John Wiley & Sons, Ltd. 相似文献
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Two experiments were conducted with 24 fifth-grade students participating. In the first experiment, quiz performance with study guides was compared to quiz performance without study guides. The group whose students received study guides always scored higher than the group who did not receive study guides. Experiment II assessed the feasibility of students scoring their own study guides. The reliability of student scoring was found to be 93% over all study guides and there were no significant differences between "self-scored" and "teacher-scored" groups on the weekly quizzes. 相似文献
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表面概貌对原理运用的影响的实验研究 总被引:15,自引:2,他引:13
探讨样例与作业问题的表面概貌相似性对原理运用的影响作用。实验1扩大了Ross的研究材料中样例与测题表面概貌方面的差异程度,探讨两者的表面概貌相似性对原理运用的影响。实验2探讨样例与测题在表面概貌的事件类型方面发生改变的条件下,两者的表面概貌相似性对原理运用的影响。实验3探讨在样例与测题表面概貌有两个级别差异的条件下,两者的表面概貌相似性对原理运用的影响。3个实验均采用被试内设计,要求被试学习原理及样例后完成与样例的表面概貌有不同相似关系的测题。结果表明:(1)样例与问题的表面概貌对原理运用有影响,当两者表面概貌发生较大的变化尤其是在表面概貌的事件类型方面发生变化时,其表面概貌相似性对原理运用的影响就会明显地表现出来;(2)样例与问题的表面概貌对原理运用的影响作用,受到两者对象对应性质的制约,当对象对应相似时,其表面概貌相似就会促进解答测题时运用原理,而当两者的对象对应相反时,其表面概貌相似就会对原理运用产生干扰作用。据此可以认为,样例与作业问题表面概貌的相似性,不仅会影响原理的通达,而且也会影响原理的运用。Ross关于表面概貌相似与否不影响原理运用的结论应该予以修正。 相似文献
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Spatial-numerical associations have been found across different studies, yet the basis for these associations remains debated. The current study employed an order judgment task to adjudicate between two competing accounts of such associations, namely the Mental Number Line (MNL) and Working Memory (WM) models. On this task, participants judged whether number pairs were in ascending or descending order. Whereas the MNL model predicts that ascending and descending orders should map onto opposite sides of space, the WM model predicts no such mapping. Moreover, we compared the spatial-order mapping for numerical and non-numerical sequences because the WM model predicts no difference in mapping. Across two experiments, we found consistent spatial mappings for numerical order along both horizontal and vertical axes, consistent with a MNL model. In contrast, we found no consistent mappings for letter sequences. These findings are discussed in the context of conflicting extant data related to these two models. 相似文献