中重度发展障碍学生数学能力干预研究的元分析

A Meta-Analysis of the Intervention Study on Mathematics Ability ofStudents With Moderate and Severe Developmental Disabilities

随着对中重度发展障碍学生数学学业期望的提高,对有效数学能力干预的需求增长。通过对26篇中重度发展障碍学生数学能力干预研究进行元分析,并考察被试人口学特征、干预参数、干预方法、干预内容等对干预效果的影响,结果发现,中重度发展障碍学生的性别、年龄、干预环境以及干预方法不影响干预效果,障碍类型、干预形式与干预主体调节干预效果;量概念与数学问题解决的干预效果优于综合实践领域。

With the increasing expectation for students with moderate and severe developmental disabilities in mathematics learning,the demand of effective mathematics ability interventions increases.This paper conducted a meta-analysis of 26 intervention studies on mathematics ability of students with moderate and severe developmental disabilities to investigatethe effects of demographic characteristicsof participants,intervention parameters,intervention methods and intervention contents on the intervention effect.The results show that gender and ageof students with moderate and severe developmental disabilities,intervention environment and intervention method do not affect the intervention effect,and the type of obstacle,intervention form and intervention subjects moderatethe intervention effect.The intervention effect of quantity concept and mathematical problem solving is better than that of comprehensive practice.