Literaturnachweis - Detailanzeige
Autor/inn/en | Bosma, Tirza; Stevenson, Claire E.; Resing, Wilma C. M. |
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Titel | Differences in Need for Instruction: Dynamic Testing in Children with Arithmetic Difficulties |
Quelle | In: Journal of Education and Training Studies, 5 (2017) 6, S.132-145 (14 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2324-805X |
Schlagwörter | Prompting; Grade 2; Arithmetic; Problem Solving; Protocol Analysis; Cognitive Style; Pretests Posttests; Intervention; Experimental Groups; Control Groups; Individual Differences; Educational Needs; Mathematics Skills; Achievement Tests; Teaching Methods; Instructional Effectiveness; Foreign Countries; Intelligence Tests; Cognitive Tests; Short Term Memory; Statistical Analysis; Multivariate Analysis; Netherlands; Raven Progressive Matrices; Digit Span Test Benutzerführung; School year 02; 2. Schuljahr; Schuljahr 02; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Problemlösen; Cognitive styles; Kognitiver Stil; Individueller Unterschied; Educational need; Bildungsbedarf; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Ausland; Intelligence test; Intelligenztest; Kognitiver Fähigkeitstest; Kurzzeitgedächtnis; Statistische Analyse; Multivariate Analyse; Niederlande |
Abstract | In this paper we investigated the contribution of a dynamic testing procedure, including multiple graduated prompts protocols, in identifying differences in need for instruction of second grade children (N = 120) with arithmetic difficulties. The training was adaptive and prompts were provided according to one of six protocols, each focusing on a different problem solving step. Results showed that based on the number of prompts required from each protocol different patterns of problem solving could be identified, and further four profiles of instructional needs could be distinguished. The results provide starting points for individualized instruction and support the use of dynamic testing procedures in educational settings. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |