数学学习困难学生分数学习的优化：计算机辅助的教育环境

摘要

本研究考察数字工具对五年级数学学习困难学生分数理解的影响，评估教育软件、视频教程及二者组合三种教学方法的成效。研究以 8 所公办小学的 252 名学生为对象，采用带前测与后测的定量实验设计。研究以建构主义学习理论和整合技术的学科教学知识（TPACK）为基础，探讨技术如何促进数学理解。结果显示，组合方法的提升幅度最大（58%，p < .001，Cohen's d = 3.03），显著优于单独使用教育软件（33%，p = .015，Cohen's d = 2.52）与单独使用视频教程（7%，p = .987，Cohen's d = 0.14）。这些发现表明，整合多种数字工具对支撑面临额外教育挑战的学生的数学学习具有实质性效益。

Abstract

This study examines the impact of digital tools on fraction comprehension among 5th-grade students with learning difficulties in mathematics. It assesses the effectiveness of three teaching methods: educational software, video tutorials, and their combination. The research involved 252 students from 8 state-funded elementary schools, employing a quantitative experimental design with pre- and post-test assessments. Grounded in Constructivist Learning Theory and Technological Pedagogical Content Knowledge (TPACK), this research explored how technology can enhance mathematical understanding. Results indicated that the combined method achieved the highest improvement (58%, p < .001, Cohen's d = 3.03), significantly outperforming educational software alone (33%, p = .015, Cohen's d = 2.52) and video tutorials alone (7%, p = .987, Cohen's d = 0.14). These findings highlight the substantial benefits of integrating diverse digital tools to effectively support mathematics learning among students facing additional educational challenges.