数学学习困难学生数学技能干预效果的元分析  

A Meta-Analysis of the Effect of Mathematics Skills Intervention on Students with Mathematics Learning Difficulties

作　　者：柳笛 毛祎雯 LIU Di;MAO Yiwen(Faculty of Education,Fast China Normal University,Shanghai,200062)

机构地区：[1]华东师范大学教育学部,上海200062

出　　处：《中国特殊教育》2021年第1期66-74,共9页Chinese Journal of Special Education

基　　金：2020年度上海市哲学社会科学规划教育学一般项目“移动终端技术在自闭症谱系障碍儿童数学学习的干预研究”(项目批准号:A2013)成果之一

摘　　要：探索干预对提升数学学习困难学生数学学业表现的有效性及其调节因素。通过系统检索文献获得纳入符合标准的30篇文献,应用CMA2.0软件进行元分析,并检验被试特征、干预方案、干预目标、干预方法的调节效应。随机效应模型表明数学干预对数困生数学表现的合并效应量Hedges’g为0.438(p<0.001),对数困生干预效果呈中等水平。数学干预对数困生数学学业表现的干预效果受到年级水平、鉴别标准、干预形式因素以及数学目标技能的影响,而干预主试、干预时长、干预方法对干预效果无显著调节作用。To explore the effectiveness of mathematical intervention on improving the mathematics academic performance of students with mathematics learning difficulties(MLD) and its moderating factors, a systematic search of studies was conducted to obtain 30 papers meeting the inclusion criteria. CMA 2.0 was used to conduct meta-analysis and validate the moderating effect of participant characteristics, intervention plan, intervention goal, and intervention method. The results of a random effects model analysis indicated that mathematical intervention affects the mathematics outcomes of students with MLD(g= 0.438,p<0.001). The effect of the intervention was moderate, which was affected by the factors including grade level, identification standard, intervention form and mathematics target skills, while the intervention subject, intervention duration of time and intervention method had no significant moderating effect.

关 键 词：数学学习困难 数学技能 元分析 

分 类 号：G760[文化科学—特殊教育学]